%%% -*-BibTeX-*- %%% ==================================================================== %%% BibTeX-file{ %%% author = "Nelson H. F. Beebe", %%% version = "1.09", %%% date = "18 January 2025", %%% time = "17:01:06 MST", %%% filename = "sigcse2000.bib", %%% address = "University of Utah %%% Department of Mathematics, 110 LCB %%% 155 S 1400 E RM 233 %%% Salt Lake City, UT 84112-0090 %%% USA", %%% telephone = "+1 801 581 5254", %%% URL = "https://www.math.utah.edu/~beebe", %%% checksum = "30186 111352 563692 5495347", %%% email = "beebe at math.utah.edu, beebe at acm.org, %%% beebe at computer.org (Internet)", %%% codetable = "ISO/ASCII", %%% keywords = "ACM Special Interest Group on Computer %%% Science Education; bibliography; BibTeX; %%% SIGCSE Bulletin", %%% license = "public domain", %%% supported = "yes", %%% docstring = "This is a COMPLETE BibTeX bibliography for %%% ACM SIGCSE Bulletin (CODEN SIGSD3, ISSN %%% 0097-8418 (print), 2331-3927 (electronic)), %%% for the decade 2000--2009. The journal began %%% publishing with volume 1, number 1, in %%% February 1969. The journal usually appears %%% four times a year. %%% %%% The journal has World-Wide Web sites at %%% %%% http://www.acm.org/sigcse/ %%% http://www.sigcse.org/ %%% %%% with tables of contents at %%% %%% http://portal.acm.org/browse_dl.cfm?idx=J688 %%% http://portal.acm.org/sigcse/newsletter %%% %%% At version 1.08, the year coverage looked %%% like this: %%% %%% 2000 ( 237) 2004 ( 290) 2008 ( 332) %%% 2001 ( 247) 2005 ( 348) 2009 ( 340) %%% 2002 ( 274) 2006 ( 331) %%% 2003 ( 287) 2007 ( 348) %%% %%% Article: 3008 %%% Proceedings: 26 %%% %%% Total entries: 3034 %%% %%% This bibliography was constructed primarily %%% from data in the ACM Portal database, and %%% from the many bibliographies in the TeX User %%% Group and BibNet Project archives, and the %%% Karlsruhe Computer Science bibliography %%% archive. %%% %%% Numerous errors in the sources noted above %%% have been corrected. Spelling has been %%% verified with the UNIX spell and GNU ispell %%% programs using the exception dictionary %%% stored in the companion file with extension %%% .sok. %%% %%% BibTeX citation tags are uniformly chosen as %%% name:year:abbrev, where name is the family %%% name of the first author or editor, year is a %%% 4-digit number, and abbrev is a 3-letter %%% condensation of important title words. %%% Citation labels were automatically generated %%% by software developed for the BibNet Project. %%% %%% In this bibliography, entries are sorted in %%% publication order, with the help of %%% ``bibsort -byvolume''. The bibsort utility %%% is available from %%% %%% https://www.math.utah.edu/pub/bibsort %%% ftp://ftp.math.utah.edu/pub/bibsort %%% %%% The checksum field above contains a CRC-16 %%% checksum as the first value, followed by the %%% equivalent of the standard UNIX wc (word %%% count) utility output of lines, words, and %%% characters. This is produced by Robert %%% Solovay's checksum utility.", %%% } %%% ==================================================================== @Preamble{ "\hyphenation{ }" # "\ifx \undefined \circled \def \circled #1{(#1)}\fi" # "\ifx \undefined \reg \def \reg {\circled{R}}\fi" # "\ifx \undefined \TM \def \TM {${}^{\sc TM}$} \fi" } %%% ==================================================================== %%% Acknowledgement abbreviations: @String{ack-nhfb = "Nelson H. F. Beebe, University of Utah, Department of Mathematics, 110 LCB, 155 S 1400 E RM 233, Salt Lake City, UT 84112-0090, USA, Tel: +1 801 581 5254, e-mail: \path|beebe@math.utah.edu|, \path|beebe@acm.org|, \path|beebe@computer.org| (Internet), URL: \path|https://www.math.utah.edu/~beebe/|"} %%% ==================================================================== %%% Journal abbreviations: @String{j-SIGCSE = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)"} %%% ==================================================================== %%% Publishers and their addresses: @String{pub-ACM = "ACM Press"} @String{pub-ACM:adr = "New York, NY 10036, USA"} %%% ==================================================================== %%% Bibliography entries, in publication order (with %%% `bibsort -byvolume'): @Article{Bedy:2000:VSM, author = "Michael Bedy and Steve Carr and Xianlong Huang and Ching-Kuang Shene", title = "A visualization system for multithreaded programming", journal = j-SIGCSE, volume = "32", number = "1", pages = "1--5", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331798", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hung:2000:IVI, author = "Ted Hung and Susan H. Rodger", title = "Increasing visualization and interaction in the automata theory course", journal = j-SIGCSE, volume = "32", number = "1", pages = "6--10", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331800", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe how to increase the visualization and interaction in the automata theory course through the use of the tools JFLAP and P{\^a}t{\'e}. We also describe new features in these tools that allow additional visualization and interaction. New features in JFLAP include the addition of regular expressions and exploring their conversion from and to nondeterministic finite automata (NFA), and increasing the interaction in the conversion of automata to grammars. New features in P{\^a}t{\'e} include the display of a parse tree while parsing unrestricted grammars, and improved interaction with parsing and the transformation of grammars.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaplan:2000:CVT, author = "Alan Kaplan and Denise Shoup", title = "{CUPV} --- a visualization tool for generated parsers", journal = j-SIGCSE, volume = "32", number = "1", pages = "11--15", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331801", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Compiler projects frequently use parser generators to help students design and construct non-trivial translators. Unfortunately, the code and data structures produced by such generators, and hence the overall parser, can be difficult to understand and debug. In this paper, we present an extendible and flexible tool for visualizing the operation of generated parsers. The objective of this tool is to provide students with a deeper understanding of parsing algorithms, data structures and techniques.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levitin:2000:DAA, author = "Anany Levitin", title = "Design and analysis of algorithms reconsidered", journal = j-SIGCSE, volume = "32", number = "1", pages = "16--20", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331802", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The paper elucidates two views (models) of algorithmic problem solving. The first one is static; it is based on the identification of several principal dimensions of algorithmic problem solving. The second one is dynamic, i.e., it catalogs main steps in the process of solving a problem with a computer. The models are used to identify several important issues in teaching design and analysis of algorithms and to suggest ways of rectifying the shortcomings identified.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nguyen:2000:DPL, author = "Dung Nguyen and Stephen B. Wong", title = "Design patterns for lazy evaluation", journal = j-SIGCSE, volume = "32", number = "1", pages = "21--25", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331803", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We propose an object-oriented (OO) formulation and implementation of lazy/delayed evaluation by reusing and extending an existing linear recursive structure (LRS) framework with the help of the strategy, decorator and factory design patters. The result is a robust, flexible framework that can handle both infinite and finite lists and to which existing algorithms for finite lists can be applied without modification. The OO techniques used to develop this model are effective tools for teaching abstraction and design of data structures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aharoni:2000:CES, author = "Dan Aharoni", title = "{Cogito, Ergo sum!} cognitive processes of students dealing with data structures", journal = j-SIGCSE, volume = "32", number = "1", pages = "26--30", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331804", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A research that has just recently been finished, investigated thinking processes that occur in the minds of students dealing with data structures. The research findings are pointed out in this paper, and two of them are elaborated. One is the phenomenon of programming-context thinking. This type of thinking stems from comparatively low level of abstraction gained by students in a data structures course. Programming-context thinking is the cause of other phenomena found in the research, and one such phenomenon --- perception of a data structure as static or dynamic --- is also elaborated. Implications for data structures instruction are discussed. Apart from presenting the research results, this paper serves as an example of cognitive research --- a kind of research that is still not broadly enough done in Computer Science Education. It is one purpose of this paper to manifest the need for more such research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Merzbacher:2000:TDM, author = "Matthew Merzbacher", title = "Teaching database management systems with {Java}", journal = j-SIGCSE, volume = "32", number = "1", pages = "31--35", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331806", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a multi-phase programming project, in Java, for an upper-division database course. The project parallels a modest reordering of the traditional classroom presentation of database management. In addition to illuminating theoretical concepts, the lab provides a capstone experience for an undergraduate computer science degree.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbert:2000:EVP, author = "Mary Ann Robbert", title = "Enhancing the value of a project in the database course", journal = j-SIGCSE, volume = "32", number = "1", pages = "36--40", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331807", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Data management is a crucial issue for the new millennium. A database course can reflect current issues and new technologies plus teach the basic concepts through the use of a multiple component project and reflection. This paper describes a methodology to expose students to the dynamics of a database environment and teach them to tract theoretical principles from their experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Springsteel:2000:NDD, author = "Frederick Springsteel and Mary Ann Robbert and Catherine M. Ricardo", title = "The next decade of the database course: three decades speak to the next", journal = j-SIGCSE, volume = "32", number = "1", pages = "41--45", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331808", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Last year at SIGCSE'99, for the first time in recent memory, a Birds-of-Feather (BOF) session for Database educators was held. As some attendees noted, there had not been a Database education paper accepted for that or the previous SIGCSE meetings, although there had been three [??page image truncated??] 1997 [12]. From about two dozen educators, ``meta-data'' or data about many aspects of their courses were discovered. Few had paid any attention to ACM/IEEE's curriculum '91 when designing their courses to fit late-century students' needs. This expository paper examines, first, what was the state of the Database course near the end of the 20$^{th}$ century, as background to a discussion of what should or will be the near-term future of the (first, undergraduate) Database course. From data gathered mostly at the BOF and some later by email, we found the following ``state of the course,'' 1998-99.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2000:PCC, author = "Steve Cunningham", title = "Powers of 10: the case for changing the first course in computer graphics", journal = j-SIGCSE, volume = "32", number = "1", pages = "46--49", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331809", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The growing maturity of computer graphics technology now makes it possible to view the introductory graphics course in a general computer science curriculum in a new light. Instead of requiring highly specialized techniques and a great deal of mathematics before a student can produce significant work, the course can now be built around generally-accepted standard graphics standard APIs. This opens the door to making computer graphics available to a wider audience and moves the introductory computer graphics course in exciting new directions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sorkin:2000:CDI, author = "Sylvia Sorkin and Barbara Mento and Donna Tupper and Kathleen Harmeyer", title = "Curriculum development in {Internet} and multimedia technology", journal = j-SIGCSE, volume = "32", number = "1", pages = "50--54", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331811", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Employers in business, entertainment, and education seek employees to help them meet the demands for web-based interactive technologies. This paper describes a thirty-credit, community college certificate program in Internet and Multimedia Technology (I/MMT), and plans to expand it to an associate's degree program. Detailed descriptions of two courses, Multimedia Authoring I and Internet Programming, central to the program are provided. The program immerses students in a technology-rich environment for their general education courses, and provides internships with local multimedia and web firms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lemmen:2000:IUP, author = "Karel Lemmen and Fred Mulder and Wim Smit", title = "An innovative university program on management and {ICT}", journal = j-SIGCSE, volume = "32", number = "1", pages = "55--59", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331812", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the mid nineties the idea came up to introduce a University program on information and communication Technology (ICT) and management aspects as a unique operative project of the Open University of the Netherlands, together with some colleges of higher Professional education and other universities in the Netherlands. The program is meant to meet the growing demand for people mastering the mixture of ICT and management. It aims at a specific target group of students, extremely experienced professionals who have already finished a higher professional education program in informatics. Through the so-called MICT program they can extend and upgrade their management {\&} ICT knowledge, which effort --- after successful completion --- is leading to a higher university degree. In this paper we will describe the philosophy behind the MICT program and its contents. Also we will discuss its position as a university program and some of the results that have emerged to date.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hartley:2000:AYM, author = "Stephen J. Hartley", title = "``{Alfonse}, you have a message!''", journal = j-SIGCSE, volume = "32", number = "1", pages = "60--64", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331813", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Synchronization of multiple threads in a Java program using the built-in features of the language has serious pitfalls for the programmer, particularly if a thread is interrupted while waiting inside a monitor. These concerns have lead to a movement to avoid Java monitors altogether and use message passing instead. This paper visits the field of concurrent programming to show that replacing all Java monitors with message passing is an overreaction to these problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2000:PCS, author = "Joel Adams and Chris Nevison and Nan C. Schaller", title = "Parallel computing to start the millennium", journal = j-SIGCSE, volume = "32", number = "1", pages = "65--69", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331815", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe the experience of three undergraduate computer science programs offering courses on parallel computing. In particular, we offer three different solutions to the problem of equipping a lab and discuss how those solutions may impact the content of the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McDonald:2000:TPA, author = "Chris McDonald and Kamran Kazemi", title = "Teaching parallel algorithm with process topologies", journal = j-SIGCSE, volume = "32", number = "1", pages = "70--74", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331816", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Parallel algorithms are often introduced to students by describing the geometric topologies formed by communicating processes and often the geographic relationships between them. However, the two most common message passing environments used in teaching, PVM and MPI, each provide only rudimentary support for the specification and execution of process topologies. There is a strong need for better syntactic and semantic support for process topologies in these environments, so that students may concentrate on the algorithms being studied, and not have to wrestle with the environments' infrastructure. This paper first motivates, and then describes the use of additional support within PVM and MPI which addresses this need.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buck:2000:DEC, author = "Duane Buck and David J. Stucki", title = "Design early considered harmful: graduated exposure to complexity and structure based on levels of cognitive development", journal = j-SIGCSE, volume = "32", number = "1", pages = "75--79", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331817", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have recognized that the natural tendency to teach according to the structure of one's own understanding runs contrary to established models of cognitive development. Bloom's Taxonomy has provided a basis for establishing a more efficacious pedagogy. Emphasizing a hierarchical progression of skill sets and gradual learning through example, our approach advocates teaching software development from the inside/out rather than beginning with either console apps or monolithic designs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Proulx:2000:PPD, author = "Viera K. Proulx", title = "Programming patterns and design patterns in the introductory computer science course", journal = j-SIGCSE, volume = "32", number = "1", pages = "80--84", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331819", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We look at the essential thinking skills students need to learn in the introductory computer science course based on object-oriented programming. We create a framework for such a course based on the elementary programming and design patterns. Some of these patterns are known in the pattern community, others enrich the collection. Our goal is to help students focus on mastering reasoning and design skills before the language idiosyncrasies muddy the water.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reges:2000:CRJ, author = "Stuart Reges", title = "Conservatively radical {Java} in {CS1}", journal = j-SIGCSE, volume = "32", number = "1", pages = "85--89", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331821", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Java is fast becoming the language of choice in CSI, but we have yet to figure out how to take full advantage of it's special features. The conservatives teach the old course in Java syntax. The radicals restructure the course to include Graphical User Interfaces (GUIs) and concurrency. I prefer a ``conservatively radical'' middle ground where I use modern GUI programs to teach the old course concepts. I write GUI/concurrent code and ask my students to complete the program by supplying a particular class or two. Thus, they work on interesting problems without having to understand the details of how my code works. And in the process, they get a practical introduction to the modern programming experience of writing a small piece of a much larger program, allowing me to emphasize abstraction early.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vaughn:2000:AST, author = "Rayford B. {Vaughn, Jr.}", title = "Application of security to the computing science classroom", journal = j-SIGCSE, volume = "32", number = "1", pages = "90--94", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331822", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The author of this paper was a practicing security professional for over ten years in government and industry before accepting a position in academia where he now teaches software engineering and computer security topics in graduate and undergraduate level programs. Lessons learned in the transition are presented along with some insights with respect to the depth and breath that today's computer science student is exposed to with respect to INFOSEC topics. A recommendation for incorporating computer security training into modern day computer science programs is provided", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Siegel:2000:IIA, author = "Eric V. Siegel", title = "{Iambic IBM AI}: the palindrome discovery {AI} project", journal = j-SIGCSE, volume = "32", number = "1", pages = "95--99", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331823", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, I describe an AI laboratory assignment in which students implement standard search techniques and explore heuristic measures of their own design for a palindrome discovery system. The system successfully derives palindromic sequences of words, many of which are meaningful, and achieves what is to the author's knowledge the first automatic generation of palindromes. Code is made available to students which implements the state space for palindrome search. This makes a large-scale problem accessible to introductory AI students by harnessing their knowledge of natural language. Students were motivated by the intrigue of discovering new palindromes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Congdon:2000:MLL, author = "Clare Bates Congdon", title = "Machine learning in the liberal arts curriculum", journal = j-SIGCSE, volume = "32", number = "1", pages = "100--104", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331824", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Machine learning is typically considered a graduate-level course with an artificial intelligence course as a prerequisite. However, it does not need to be positioned this way, and in the liberal arts curriculum in particular, there are advantages to offering this course to undergraduate students. An undergraduate course in machine learning is easily and naturally structured to introduce research concepts and to work within a research paradigm. It also introduces the use of statistics, reflected both in the machine learning systems studied and in the experimental methodology. Furthermore, it allows for an interdisciplinary perspective, as students can be encouraged to work on problems from other departments in the college. This paper describes the benefits of offering such a course and outlines a course structure and resources for doing so.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cheatham:2000:WBL, author = "Thomas J. Cheatham", title = "A {Web}-based lab manual for {CS 1}: an experiment", journal = j-SIGCSE, volume = "32", number = "1", pages = "105--108", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331828", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "No one can deny the impact the web is having on education. Computer Science education is no exception. Computer literacy classes now include units on web surfing and personal web page creation [6]. Data structures students have web tools for viewing algorithms and dynamic data structures [2, 4-5]. Computer graphics students have 2D and 3D visualization tools [7], and database students learn to access remote databases using ODBC or JDBC over the web [1]. Special courses in web technologies are being added to the curriculum in many departments [3]. It is only natural for a laboratory manual for Computer Science 1 to be presented as an interactive web document. Pedagogically, how does such a laboratory manual compare with the traditional hard-copy manual? What are its strengths and weaknesses? Which approach do students prefer? We sought to answer these and other questions from our empirical study of Computer Science I students. The results of the study and the lessons learned will be described in this article.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Naps:2000:JEA, author = "Thomas L. Naps and James R. Eagan and Laura L. Norton", title = "{JHAV{\'E}} --- an environment to actively engage students in {Web}-based algorithm visualizations", journal = j-SIGCSE, volume = "32", number = "1", pages = "109--113", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331829", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe JHAV{\'E} (Java-hosted Algorithm Visualization Environment), a client-server environment for delivering algorithm visualizations over the Web. The first section of the paper briefly summarizes prior research by a variety of investigators into the pedagogical effectiveness of algorithm visualization (AV). The design goals of JHAV{\'E} are then placed in the context of this research. After a discussion of some technical details of the JHAV{\'E} architecture, we present two examples of algorithms depicted in JHAV{\'E}. The results of students' exploring these algorithms with JHAV{\'E} are analyzed. We close with a discussion of the general conclusions reached from our current work and future directions in which it may lead.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2000:RLJ, author = "Steven Robbins", title = "Remote logging in {Java} using {Jeli}: a facility to enhance development of accessible educational software", journal = j-SIGCSE, volume = "32", number = "1", pages = "114--118", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331830", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The combination of Java and the World Wide Web has opened up new opportunities for teaching at all levels. It is now possible to assume that all students in a class have access to the web through a browser that supports the Java language and a standard subset of the GUI API. One of the drawbacks of using Java through a browser is the lack of a standardized safe way for a Java applet to access resources on the local machine. Security measures prevent the applet from storing information generated by the applet on the local machine. The Jeli package contains a logging facility that allows an applet to store files either locally (if permitted) or on the server from which the applet was loaded. Jeli logging makes it significantly easier for instructors to develop applets that can permanently store information generated by user interaction with the application. The log can then be used by the student for study or the instructor for grading.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Michael:2000:FAC, author = "Mark Michael", title = "Fostering and assessing communication skills in the computer science context", journal = j-SIGCSE, volume = "32", number = "1", pages = "119--123", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331834", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In accord with a college-wide assessment program at the author's institution, a required major course approximately midway through a student's college career forms the matrix for an intensive project which both develops and evaluates the student's communication skills in discipline-specific ways. For Computer Science majors, the project is a component of a junior-level Advanced Object-Oriented Programming course. Though centered about a semester-long programming project, it involves expectations, guidance, and feedback beyond what is traditional. This assessment instrument has a minimal impact on class time and course content, substantial impact on faculty and student effort, and tremendous impact on learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gabbert:2000:EUP, author = "Paula Gabbert and Kevin Treu", title = "Experiments with the use of popular press in the computer science curriculum", journal = j-SIGCSE, volume = "32", number = "1", pages = "124--128", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331839", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "With the objective of encouraging and supporting more critical thinking about broad issues of computer science throughout the curriculum, we propose the widespread use of popular press (non-academic) books as supplemental texts for a variety of courses. Our hypothesis is that such books, which address topics including the history, current issues, and future implications of computing technology, as well as ethical issues, technical details and even fictional treatments, can greatly contribute to a student's education in a variety of courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clark:2000:GPT, author = "Martyn Clark", title = "Getting participation through discussion", journal = j-SIGCSE, volume = "32", number = "1", pages = "129--133", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331841", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Student participation is a vital component of any taught course. Where the course is concerned with the learning and teaching of theories and concepts, as opposed to skills and experiences, the key activity in which students can participate is discussion. In large classes it is impossible for teachers to engage every student in discussion but they can talk to each other. This paper relates one teacher's experience over two years of trying to encourage students to discuss concepts such as systems and information using electronic bulletin boards. The paper focuses on how the exercise has evolved over time in response to reflection on experience and suggests some guidelines for making a success of this type of exercise.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2000:EUA, author = "Guido R{\"o}{\ss}ling and Bernd Freisleben", title = "Experiences in using animations in introductory computer science lectures", journal = j-SIGCSE, volume = "32", number = "1", pages = "134--138", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331842", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Algorithm animation has received much interest over the last few years. In this paper, we discuss the experiences gained in integrating animations into introductory computer science courses with large audiences of more than 200 students. After providing a short introduction to the animation tool we developed, we describe why and how we used animations in our lectures and present some example animations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bridgeman:2000:PIT, author = "Stina Bridgeman and Michael T. Goodrich and Stephen G. Kobourov and Roberto Tamassia", title = "{PILOT}: an interactive tool for learning and grading", journal = j-SIGCSE, volume = "32", number = "1", pages = "139--143", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331843", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a Web-based interactive system, called PILOT, for testing computer science concepts. The strengths of PILOT are its universal access and platform independence, its use as an algorithm visualization tool, its ability to test algorithmic concepts, its support for graph generation and layout, its automated grading mechanism, and its ability to award partial credit to proposed solutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fekete:2000:SRI, author = "Alan Fekete and Judy Kay and Jeff Kingston and Kapila Wimalaratne", title = "Supporting reflection in introductory computer science", journal = j-SIGCSE, volume = "32", number = "1", pages = "144--148", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331844", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Educational theory suggests that student learning is enhanced when students pay attention to their own learning. In this paper, we describe a range of innovative techniques that we use to encourage students to reflect on the state of their knowledge, and on the process by which they acquire it. Examples include providing web-based arrangements for students to practice assessing material based on the criteria we use in marking, and allocating marks in assessment for reflective writing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Greening:2000:PSR, author = "Tony Greening", title = "Pedagogically sound responses to economic rationalism", journal = j-SIGCSE, volume = "32", number = "1", pages = "149--156", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331845", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Economic rationalism, which rests decision-making power with market forces, has established a ubiquitous presence on a global scale. Certainly, educational administrators are feeling the effects of economic rationalist policies and in turn make managerial decisions that reflect this essence to the practising academic and, ultimately, to the classroom. The effect is often one of despair. Teaching --- long pitted against other roles of the academic, such as research --- now faces additional threats from the pressures to operate in this environment, often regarded as antagonistic to the traditional values of liberal university education. This paper discusses the nature of economic rationalism using the Australian context as an example, and presents some means by which teaching in computer science may respond to this threat in pedagogically sound ways. Such negotiations are essential in approaching a future for CS education in which this policy context is almost guaranteed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sobel:2000:ERS, author = "Ann E. Kelley Sobel", title = "Empirical results of a software engineering curriculum incorporating formal methods", journal = j-SIGCSE, volume = "32", number = "1", pages = "157--161", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331846", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A three year study of integrating formal methods into the undergraduate software engineering curriculum of the Systems Analysis Department of Miami University was recently completed (NSF Educational Innovation Program CDA-9522257). Formal analysis skills were added to the curriculum to address the concern that the discipline of software engineering education lacks sufficient emphasis on mathematics and engineering science. A presentation of the six courses chosen for integration of formal analysis is given. The empirical data which directly compares the problem solving skills of the formal methods and control student groups shows that the formal methods students possess an increased level of complex problem solving skills as well as a greater ability to perform problem abstraction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Concepcion:2000:AER, author = "Arturo I. Concepcion and Nathan Leach and Allan Knight", title = "{Algorithma 99}: an experiment in reusability {\&} component based software engineering", journal = j-SIGCSE, volume = "32", number = "1", pages = "162--166", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331847", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports on our experience in achieving reusability and using component-based software engineering in the Algorithma 99 (Algorithm Animation) Project. We show how we extended and reused Algorithma 98 [2] into Algorithma 99 and how we prepared Algorithma 99 to be reused in Algorithma 2000 (to be implemented in Winter 2000). Component-based software engineering is not only confined to binary components, such as COM and CORBA, but is also applicable to software processes, architectures and design, and object-oriented libraries.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hilburn:2000:SQC, author = "Thomas B. Hilburn and Massood Townhidnejad", title = "Software quality: a curriculum postscript?", journal = j-SIGCSE, volume = "32", number = "1", pages = "167--171", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331848", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper addresses a central and critical issue in the development of computer software --- its quality. The main thesis of the paper is that computer science faculty, in their design and implementation of curricula, do not devote sufficient attention to teaching their students how to develop high-quality software. As in industry, the most common and popular way of assuring the quality of programs is through software testing. In other words, quality is treated as an afterthought or as postscript in program development. The paper presents and discusses a quality model that can be used to incorporate a wide variety of quality assurance techniques within a curriculum. The model also presents a structured approach for introducing software testing into the educational environment. Finally, there is a discussion of how the model has been implemented using two current software process technologies, the PSP and the TSP.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wilkins:2000:EIT, author = "Dawn E. Wilkins and Pamela B. Lawhead", title = "Evaluating individuals in team projects", journal = j-SIGCSE, volume = "32", number = "1", pages = "172--175", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331849", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In 1999, most computer science students participate in at least one group project in some class prior to graduation. However, assessing individual student contributions to a group project is a difficult task faced by instructors of these classes. In this paper, we have compiled a wide range of assessment instruments, and identified situations where they can be effective. This paper is a compilation of potential evaluation strategies. No comparison is made among the many strategies nor are particular techniques ranked above or below others. The goal is simply to provide a wide range of potential team evaluation techniques. Since each technique evaluates a particular characteristic and different team project courses have different goals it is up to the instructor to choose the techniques that best evaluate the individual in light of the course goals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Andersson:2000:ESL, author = "Roy Andersson and Torgny Rox{\aa}", title = "Encouraging students in large classes", journal = j-SIGCSE, volume = "32", number = "1", pages = "176--179", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331850", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our experiences and results of encouraging our students in a large CSI course to keep up with the pace of the course at a reasonable cost for us are presented. We have successfully managed to pinpoint students who are about to fall into the anonymity and passivity trap and give them the extra attention they need to avoid the trap when they need it. Since we managed to pinpoint the most needing students we can give them the extra personal recognition and encouragement they need at a very reasonable cost in the perspective of the whole course. For the two years we have tried our concept we can see a significant increase in the pass rate of the final exam.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vandenberg:2000:ICS, author = "Scott Vandenberg and Michael Wollowski", title = "Introducing computer science using a breadth-first approach and functional programming", journal = j-SIGCSE, volume = "32", number = "1", pages = "180--184", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331851", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a breadth-first, lecture- and lab-based approach to introducing Computer Science that uses functional programming. Functional programming provides a low-overhead introduction to programming (no types, few constructs, and little syntax), enabling students to write, in their first semester, programs sophisticated enough to exemplify important concepts of Computer Science. It also encourages good programming style (modular design and testing, e.g.) and serves as an introduction to an important problem-solving paradigm. The course gives the students a broad overview of Computer Science and helps them gauge their interest in the field.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rasala:2000:TFY, author = "Richard Rasala", title = "Toolkits in first year computer science: a pedagogical imperative", journal = j-SIGCSE, volume = "32", number = "1", pages = "185--191", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331852", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional first year computer science courses teach the principles of computing using the basic features of some chosen programming language such as C, C++, Java, Ada, Scheme, Eiffel, etc. Abstraction and encapsulation focus on entities such as algorithms, functions, data structures, classes, objects, and closures that can be built directly on top of the raw language. If a facility such as windows and graphics is not directly available in the language then it is not used. This means that student exercises tend to look inward at computer science issues rather than outward to the exciting applications that show the breadth and power of computing. The fundamental thesis of this article is that teaching students in the framework of powerful toolkits is essential to maintain student interest and is pedagogically important precisely because toolkits are a rich source of examples that illustrate the principles of computation. We hope to convince computer science faculty that the use of toolkits is imperative in a modern first year curriculum. We will first discuss in general why toolkits are important. We will spice this discussion with some simple illustrations and with references to the use of toolkits by faculty at other institutions. We will then describe the toolkits we have developed at Northeastern University and explain both what they do and why they are pedagogically valuable. We will see how toolkits enable students to do more interesting and effective work and how principles of design and algorithms can be demonstrated by the key components of the toolkits. We will conclude with some general remarks and explain why the arguments made against toolkits do not have sufficient weight to change our conclusions. We will also give the web site address where our toolkits are available.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rebelsky:2000:RWP, author = "Samuel A. Rebelsky and Clif Flynt", title = "Real-world program design in {CS2}: the roles of a large-scale, multi-group class project", journal = j-SIGCSE, volume = "32", number = "1", pages = "192--196", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331853", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recent curricular recommendations (e.g., [7,9]) encourage the early and regular use of significant group projects in the introductory computer science sequence. In this paper, we report on a group project that we used in two courses during the second half of the semester. Rather than having each group work on the same project (or even individual projects), the groups build parts of a larger project: a distributed auction system to be used by art shows at conventions. Students reacted quite positively to the experience, in spite of reporting that they spent upwards of twenty hours on the project in many weeks. Students also learned important software design principles from experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fleury:2000:PJS, author = "Ann E. Fleury", title = "Programming in {Java}: student-constructed rules", journal = j-SIGCSE, volume = "32", number = "1", pages = "197--201", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331854", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Java is becoming a popular first programming language for university students. One reason for its popularity is its power as an object-oriented language. This study examined beginning students' understanding of the construction and use of objects in Java. During tape-recorded interviews, students were asked to predict which programs from a collection of similar programs would work according to specification and which would not. This paper will discuss those interviews, including the most common false assumptions or ``student-constructed rules'' invoked by the students and the implications of the interviews for instruction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reed:2000:EIT, author = "David Reed and Craig Miller and Grant Braught", title = "Empirical investigation throughout the {CS} curriculum", journal = j-SIGCSE, volume = "32", number = "1", pages = "202--206", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331855", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Empirical skills are playing an increasingly important role in the computing profession and our society. But while traditional computer science curricula are effective in teaching software design skills, little attention has been paid to developing empirical investigative skills such as forming testable hypotheses, designing experiments, critiquing their validity, collecting data, explaining results, and drawing conclusions. In this paper, we describe an initiative at Dickinson College that integrates the development of empirical skills throughout the computer science curriculum. At the introductory level, students perform experiments, analyze the results, and discuss their conclusions. In subsequent courses, they develop their skills at designing, conducting and critiquing experiments through incrementally more open-ended assignments. By their senior year, they are capable of forming hypotheses, designing and conducting experiments, and presenting conclusions based on the results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gibbs:2000:ECL, author = "David C. Gibbs", title = "The effect of a constructivist learning environment for field-dependent\slash independent students on achievement in introductory computer programming", journal = j-SIGCSE, volume = "32", number = "1", pages = "207--211", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331856", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research was conducted to determine the effect of a constructivist learning environment upon field dependent (FD) and field independent (FI) students' achievement in an introductory computer programming course. Prior research in traditional environments had established a correlation between field dependence / independence (FD/I) and the design stage of programming. A correlational design was followed, using introductory computer science students in their first programming course. A pretest of BASIC programming ability was given to assess baseline proficiency. The Group Embedded Figures Test (GEFT) was given to assess each subject's measure of FD/I. A constructivist model for learning programming was implemented. Achievement tests in two of the stages of programming, design and coding were administered. As additional dependent variables, student construction of programming elements --- the design (semantic) elements, and the language-specific coding (syntax) elements --- were collected in a portfolio and examined for both qualitative and quantitative differences. No significant correlations were found between FD/I and the achievement scores of design and coding. No correlation was expected between FD/I and coding. There was no interaction between FD/I and design versus coding. The correlation between FD/I and the quantity of reconstructed programming elements was not significant. The correlation between FD/I and the quality of reconstructed programming elements was not significant. No interaction was found between FD/I and the quantity or quality of semantic versus syntactic elements. Stepwise multiple regression identified two predictors, for design, the predictor was the pretest. Coding was predicted by the quantity of syntactic programming elements. The principal finding of this research, in contrast to findings in traditional environments is that within this constructivist environment, the cognitive style of FD/I was not found to influence programming achievement.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2000:EPA, author = "A. T. Chamillard and Kim A. Braun", title = "Evaluating programming ability in an introductory computer science course", journal = j-SIGCSE, volume = "32", number = "1", pages = "212--216", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331857", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There are numerous ways to evaluate student programming ability, all of which have benefits and drawbacks. In this paper we discuss how we have combined a number of those evaluation techniques to assess student programming ability in an introductory computer science course and statistically analyze the relationships of student performance using the different evaluation techniques.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bowyer:2000:VRU, author = "Kevin Bowyer", title = "Video resources for use in teaching ethics and computing", journal = j-SIGCSE, volume = "32", number = "1", pages = "217--221", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331858", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Workshops on the theme of ``Teaching Ethics and Computing'' were sponsored by the National Science Foundation's Undergraduate Faculty Enhancement program. This paper outlines the results of the workshops, available at marathon.csee.usf.edu/~kwb/naf-ufe/. Preparation for the workshops included a survey of videos that are potentially useful in teaching ethics and computing. This paper reviews some of the ``best of'' these videos.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanderson:2000:PAS, author = "Pete Sanderson and Ken Vollmar", title = "A primer for applying service learning to computer science", journal = j-SIGCSE, volume = "32", number = "1", pages = "222--226", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331859", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Service learning is an educational philosophy that promotes active learning through community service. We have recently applied this approach in our computer science curriculum, specifically to our software engineering course. In order that other computer science departments can benefit from our experience, we have developed a primer one can follow to establish a program for service learning in the computer sciences. We also describe and assess our experience after one year of applying service learning to software engineering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2000:FBC, author = "Ian Sanders and Conrad Mueller", title = "A fundamentals-based curriculum for first year computer science", journal = j-SIGCSE, volume = "32", number = "1", pages = "227--231", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331860", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "At Wits we are concerned about offering a good computer science degree but at the same time making our degree programme accessible to all students who have the potential or ability to cope with the material. This paper discusses a new first year curriculum which has been developed to address some of the problems which the course that we offered from 1990 to 1998, with minimal changes, has begun to encounter. The most important of these problems is that of student perceptions of our old course. The new course stresses fundamentals of computer science and is structured around teaching basic principles and competencies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tesser:2000:IMS, author = "Herbert Tesser and Hisham Al-Haddad and Gary Anderson", title = "Instrumentation: a multi-science integrated sequence", journal = j-SIGCSE, volume = "32", number = "1", pages = "232--236", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331861", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A new method of teaching traditional concepts of CS1-CS2 is discussed. The new method uses real-time data acquisition, teaming, and interdisciplinary courseware to illustrate basic computer science concepts. We present a series of experiments and the corresponding software engineering elements. These experiments have proved to be motivating for a broad spectrum of students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rayside:2000:AOO, author = "Derek Rayside and Gerard T. Campbell", title = "{Aristotle} and object-oriented programming: why modern students need traditional logic", journal = j-SIGCSE, volume = "32", number = "1", pages = "237--244", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331862", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Classifying is a central activity in object-oriented programming and distinguishes it from procedural programming. Traditional logic, initiated by Aristotle, assigns classification to our first activity in reasoning, whereby we come to know what a thing is. Such a grasp of the thing's whatness is the foundation for all further reasoning about it. This connection between Aristotle's way of classifying and object-oriented programming is sometimes acknowledged, but rarely explored in depth.$^1$ We explore this relation more closely and more carefully, in the hope that a better understanding of classification and programming can be gained from a study of philosophy than from many current text books on object-oriented programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2000:MAO, author = "John Lewis", title = "Myths about object-orientation and its pedagogy", journal = j-SIGCSE, volume = "32", number = "1", pages = "245--249", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331863", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Object-orientation continues to find a home in computing curricula, especially in early courses such as CS1. As this trend continues, some ideas seem to take on a life of their own, despite being fundamentally incorrect. Unfortunately they propagate most quickly among those who are relatively new to the ideas of object-oriented development. This paper enumerates and debates the underlying issues of several myths regarding object-orientation and its pedagogy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ge:2000:CCS, author = "Yuzhen Ge and Jiangeng Sun", title = "{E}-commerce and computer science education", journal = j-SIGCSE, volume = "32", number = "1", pages = "250--255", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331864", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Electronic commerce is gradually changing the way the commerce is conducted. Computer science graduates will need to be prepared for the challenge posed by the increasing demand for professionals who can develop and maintain electronic commerce systems. By examining the standard computer science curriculum, some suggestions are proposed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Richards:2000:BFT, author = "Brad Richards", title = "Bugs as features: teaching network protocols through debugging", journal = j-SIGCSE, volume = "32", number = "1", pages = "256--259", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331865", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Being exposed to well-written code is a valuable experience for students-especially when the code is larger or more complex than they are currently capable of writing. In addition to the mechanics of a particular computation, students learn organization and documentation skills, and general concepts illustrated by the specific program. However, to obtain these benefits, students must thoroughly familiarize themselves with the code. This paper describes recent successes using software bugs as a means to force familiarization with network protocol code. The bugs become tools by which the students learn the inner workings of network protocols. As a side benefit, the approach provides a concrete basis for the discussion of debugging approaches and techniques. The technique is appropriate for any course involving programming, and is especially good for upper-level courses like networks, operating systems, and parallel and distributed programming, where difficult concepts can be illustrated via sample programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jones:2000:DIC, author = "Randolph M. Jones", title = "Design and implementation of computer games: a capstone course for undergraduate computer science education", journal = j-SIGCSE, volume = "32", number = "1", pages = "260--264", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331866", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a course in the design and implementation of computer games, offered as an upper-division computer science course at Colby College during the winter semester, 1999. The paper describes the material, topics, and projects included in the course. More generally, I argue that this course provides an ideal environment for students to integrate a wide base of computer knowledge and skills. The paper supports this argument by presenting the variety of computer science concepts covered in the course, as well as pointing out potential areas of variation in future courses, depending on the tastes and priorities of the instructor.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tuttle:2000:CCC, author = "Sharon M. Tuttle", title = "A capstone course for a computer information systems major", journal = j-SIGCSE, volume = "32", number = "1", pages = "265--269", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331867", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the current form and organization of Humboldt State University's CIS 492: Systems Design and Implementation, the capstone course for the Computer Information Systems (CIS) major. Since Spring 1998, this course has combined a team programming experience on a large-scale database project with discussions of a software engineering classic, Frederick Brooks Jr.'s ``The Mythical Man Month''[1]. Students seem to find this combination valuable, and it is hoped that this paper can impart some useful ideas to others in designing a CIS/MIS capstone course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mosiman:2000:ICG, author = "Steve Mosiman and Christoph Hiemcke", title = "Interdisciplinary capstone group project: designing autonomous race vehicles", journal = j-SIGCSE, volume = "32", number = "1", pages = "270--274", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331868", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We, the authors, have each managed group projects for our respective senior majors for some time. Three years ago we combined the senior courses and each project team is now composed of both computer science and engineering majors. We were motivated by the desire to broaden the senior experience in both disciplines as well as to use the projects to attract prospective majors. The most recent project was to build autonomous line-tracking vehicles for racing. Since the computer scientists do not necessarily have any exposure to analog circuits and the engineers have only limited knowledge, it was necessary to provide an environment that required little analog design. The Handy Board [7] proved to be a useful part of that environment. This paper discusses our experience teaching an interdisciplinary group project-oriented course, discusses strengths and weaknesses of using the Handy Board in this context, and draws some conclusions based on our experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Countermine:2000:IIC, author = "Terry Countermine and Phil Pfeiffer", title = "Implementing an {IT} concentration in a {CS} department: content, rationale, and initial impact", journal = j-SIGCSE, volume = "32", number = "1", pages = "275--279", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331869", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The increasing use of commercial off-the-shelf (COTS) software has created a demand for IT professionals-people that build and manage systems assembled from COTS components. In Fall 1999, the ETSU Dept. of CIS started a program of study for training IT professionals. This IT concentration differs from existing concentrations in four key ways:The IT concentration emphasizes VB instead of C++.It emphasizes web, database, and networking applications instead of systems software;It puts more emphasis on human issues in computing: ethics, computer-assisted instruction, and systems analysis and specification;It deemphasizes science and math, giving students more opportunity to complete a minor of their choosing. Key design criteria for the concentration included making the content practical and attractive; teaching short-term and long-term skills; and minimizing the need for additional faculty. This final concern was addressed by reworking selected courses in computer organization, databases, networking, and software engineering for the concentration. The new concentration should meet the needs of students and employers while improving retention and increasing enrollment. Preliminary indications suggest that the IT will become the department's most popular concentration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aiken:2000:FIT, author = "Robert Aiken and Ned Kock and Munir Mandviwalla", title = "Fluency in information technology: a second course for non-{CIS} majors", journal = j-SIGCSE, volume = "32", number = "1", pages = "280--284", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331870", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spooner:2000:BSI, author = "David L. Spooner", title = "A {Bachelor of Science in Information Technology}: an interdisciplinary approach", journal = j-SIGCSE, volume = "32", number = "1", pages = "285--289", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331871", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Rensselaer has launched a new Bachelor of Science degree program in Information Technology [4,5]. This degree is an alternative to the more traditional computer science or computer systems degrees that Rensselaer continues to offer. It focuses on the application of computing and communications technologies in a student-chosen application area called a second discipline. The expectation is that a company doing business in the second discipline or closely related area will employ a student completing this degree. This paper describes the motivation behind the new degree program and its interdisciplinary approach. It also presents the organization of the curriculum and its requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Elenbogen:2000:YMW, author = "Bruce S. Elenbogen and Bruce R. Maxim and Chris McDonald", title = "Yet, more {Web} exercises for learning {C++}", journal = j-SIGCSE, volume = "32", number = "1", pages = "290--294", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331872", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a set of author developed interactive web exercises and a development environment designed to facilitate language acquisition in a beginning course in C++. The exercises test the students' understanding of several C++ language constructs as well as general programming concepts such as scope of variables. The environment allows students to write and test sections of code in a instructor controlled setting. Together the exercises and environment can be used to enhance computer science education for both traditional and distance learning students. The paradigm of generalization and automation of standard exercises can be extended to facilitate web education in other courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2000:SEI, author = "Eric Roberts", title = "Strategies for encouraging individual achievement in introductory computer science courses", journal = j-SIGCSE, volume = "32", number = "1", pages = "295--299", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331873", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students in introductory computer science courses often vary widely in background and ability. As a result, some students are bored by the pace of presentation, while others struggle to keep up. This paper describes our experience using open-ended assignments and programming contests to capture the interest of our strongest students without adversely affecting the educational experience for the other students in the class. This approach has been markedly successful, particularly for highly motivated students, who are often able to work well beyond the level of the class. The paper also includes a survey of student reactions to the various extra-credit opportunities, which indicates that many student value this component of the class even if they do not participate directly in these activities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bridgeman:2000:SSG, author = "Stina Bridgeman and Michael T. Goodrich and Stephen G. Kobourov and Roberto Tamassia", title = "{SAIL}: a system for generating, archiving, and retrieving specialized assignments using {{\LaTeX}}", journal = j-SIGCSE, volume = "32", number = "1", pages = "300--304", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331874", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we present a package for the creation of Specialized Assignments In L$^A$T$_E$X, SAIL. We describe several features which allow an instructor to create sufficiently different instances of the ``same'' problem so as to encourage student cooperation without fear of plagiarism. The SAIL package also provides support for grading aids and grading automation. In addition, we describe an on-line system for archiving homework problems in a database that can be easily searched and to which new parametrized problems can be easily added. Together, the SAIL package and the searchable database of problems offer a powerful tool for generating, archiving, and retrieving homework assignments (as well as tests and quizzes).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{George:2000:EVR, author = "Carlisle E. George", title = "{EROSI} --- visualising recursion and discovering new errors", journal = j-SIGCSE, volume = "32", number = "1", pages = "305--309", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331875", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper introduces a novel software visualisation aid, the EROSI (Explicit Representer Of Subprogram Invocations) tutor, hypothesised to support the acquisition (by novice programmers) of a mental model to facilitate the comprehension and use of recursion as a problem solving technique. Novices found the EROSI tutor easy to use, interesting and a valuable visualisation aid to forming correct mental models of recursive processes. Studies concluded that although novices many have a correct mental model of recursion, various errors and misconceptions (identified) due to exogenous factors affect their ability to complete recursive tasks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Velazquez-Iturbide:2000:RGS, author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Recursion in gradual steps (is recursion really that difficult?)", journal = j-SIGCSE, volume = "32", number = "1", pages = "310--314", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331876", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We propose a gradual approach to teach recursion. Our main assumption is that the difficulty in learning recursion does not come from the recursion concept itself, but from its interaction with other mechanisms of imperative programming. We use this basic idea to propose a new pedagogical approach. On the one hand, recursion is introduced in a gradual way by means of three fields (grammars, functional programming and imperative programming). On the other hand, each instance of recursion is explained so that all of its accompanying mechanisms are clearly identified. The approach has three main advantages. First, the teaching of recursion is simplified because it is taught in a gradual way. Second, the concept of recursion is isolated and differentiated from other concepts or mechanisms associated to particular instances of recursion. Last, the student perceives recursion as a recurrent concept in the discipline of computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levy:2000:RSA, author = "Dalit Levy and Tami Lapidot", title = "Recursively speaking: analyzing students' discourse of recursive phenomena", journal = j-SIGCSE, volume = "32", number = "1", pages = "315--319", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331877", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recursion is a powerful concept, appearing in almost every introductory course in computer-science (CS). CS educators and educational researchers often refer to difficulties in learning recursion, and suggest methods for teaching recursion. However, the research literature barely addresses the unique ways in which students relate to this interdisciplinary concept and the particular learners' language concerning recursive phenomena. The gap is most apparent when seen through a constructivist lens, where the students' prior knowledge and idiosyncratic conceptions should be referred to and reflected upon in order to serve as a basis for further knowledge construction. This paper reports on a study in which a collaborative classification of several recursive phenomena is used to facilitate the construction of recursion. The students' discourse was analyzed, as a step toward understanding the students' ways of speaking recursively. Preliminary results indicate some basic aspects of recursion in the student discourse, although the students apparently talk a very different language from that of the experts, as used by books and teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dickinson:2000:OSP, author = "John Dickinson", title = "Operating systems projects built on a simple hardware simulator", journal = j-SIGCSE, volume = "32", number = "1", pages = "320--324", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331878", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Effective teaching of operating system concepts requires projects. This paper describes a series of operating system projects all based on a simple hardware simulator that have been used to teach operating system concepts at the undergraduate level. A key feature of this approach is the use of a simple but realistic hardware model upon which an operating system is progressively built. The hardware simulator evolves as the operating system evolves.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Choi:2000:SCP, author = "Sung-Eun Choi and E. Christopher Lewis", title = "A study of common pitfalls in simple multi-threaded programs", journal = j-SIGCSE, volume = "32", number = "1", pages = "325--329", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331879", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is generally acknowledged that developing correct multi-threaded codes is difficult, because threads may interact with each other in unpredictable ways. The goal of this work is to discover common multi-threaded programming pitfalls, the knowledge of which will be useful in instructing new programmers and in developing tools to aid in multi-threaded programming. To this end, we study multi-threaded applications written by students from introductory operating systems courses. Although the applications are simple, careful inspection and the use of an automatic race detection tool reveal a surprising quantity and variety of synchronization errors. We describe and discuss these errors, evaluate the role of automated tools, and propose new tools for use in the instruction of multi-threaded programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2000:EBB, author = "Steven Robbins", title = "Experimentation with bounded buffer synchronization", journal = j-SIGCSE, volume = "32", number = "1", pages = "330--334", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331880", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduates are usually introduced to synchronization in operating systems through a discussion of classical problems such as reader-writer or producers-consumers. The traditional approach to teaching these topics is not effective in conveying to students how programs with incorrect synchronization actually behave. This paper introduces a simple probabilistic model for synchronization failure and shows how students can empirically study these issues. These activities are supported by a simulator that students can use to explore synchronization in the context of the bounded buffer problem. The simulator is written in Java and can be used either standalone or from a standard browser. Students can save the data and graphs generated by the simulator in a log file in HTML format.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gerhardt-Powals:2000:DEL, author = "Jill Gerhardt-Powals and Matthew H. Powals", title = "Distance education: law attempts to catch up with technology (battle between copyright owners and academics)", journal = j-SIGCSE, volume = "32", number = "1", pages = "335--342", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331881", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Late last year President Clinton signed into law the Digital Millennium Copyright Act. It was a far reaching attempt to update copyright law in order to keep pace with the digital environment by providing new rules for downloading, sharing, or simply viewing copyrighted material on-line Some cheered the passage of The Act and others lamented it. For the software and entertainment industries it was a triumph because now they can market their products on-line without fear of piracy. However many, including academics, educators, and researchers, view The Act as a set back, even an assault, on their traditional access to and use of information. The balancing of conflicting needs of the copyright owners and the users of copyrighted materials, while applying the copyright law to the emerging technology of today, is truly an evolving and a daunting process. Included in The Act was a mandate to the Register of Copyrights to consult with representatives of copyright owners, nonprofit educational institutions, and nonprofit libraries and archives, and submit to Congress recommendations on how to promote distance education through digital technologies, including interactive digital networks, while maintaining an appropriate balance between the rights of copyright owners and the needs of users of copyrighted works. The purpose of this paper is to place The Register of Copyrights Study in its historical environment and describe the recommendations of The Study concerning how to promote distance education through digital technologies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ross:2000:MTC, author = "John Minor Ross", title = "Multimedia: from topic to course", journal = j-SIGCSE, volume = "32", number = "1", pages = "343--346", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331882", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "After several years of using videodisc systems as a topic in a Current Directions course for seniors, a sophomore-level Multimedia course (D250) was added in the fall of 1995. The course includes hands-on experience with multimedia development and multimedia presentation software. In its first five years (fourteen sections averaging twenty students), D250 has been successful on two fronts. First, it has proven feasible, albeit challenging, to offer this somewhat technology-intensive course on a shoestring budget. Second, in addition to the Information System majors who are required to take D250, a diverse group of non-majors are taking the course as an elective. Guided in part by the advice presented, a similar course could be implemented by other schools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Doube:2000:DTW, author = "Wendy Doube", title = "Distance teaching workloads", journal = j-SIGCSE, volume = "32", number = "1", pages = "347--351", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331883", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a formula for calculating the teaching workload for students who are studying off campus both on and off-line. Initially the faculty of information technology developed a proposal for calculating academic workloads. This proposal reflected the rigid teacher centred learning structures of traditional on-campus delivery and made no allowance for the services required by off-campus students. In response, teachers of off-campus students developed a complementary proposal, based on actual time logs, which reflected their student centred approach to learning. Contrary to popular wisdom, off-campus teaching was found to be more time-consuming than on-campus.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pike:2000:CCC, author = "Scott M. Pike and Bruce W. Weide and Joseph E. Hollingsworth", title = "{Checkmate}: cornering {C++} dynamic memory errors with checked pointers", journal = j-SIGCSE, volume = "32", number = "1", pages = "352--356", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331884", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Pointer errors are stumbling blocks for student and veteran programmers alike. Although languages such as Java use references to protect programmers from pointer pitfalls, the use of garbage collection dictates that languages like C++ will still be used for real-time mission-critical applications. Pointers will stay in the classroom as long as they're used in industry, so as educators, we must find better ways to teach them. This paper presents checked pointers, a simple wrapper for C++ pointers that prevents pointer arithmetic and other common sources of pointer errors, and detects all dereferencing and deallocation errors, including memory leaks. The syntax of checked pointers is highly faithful to raw C++ pointers, but provides run-time error detection and debugging information. After debugging, changing one \#include is all that is required to substitute a non-checking implementation that is as fast as raw C++.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bishop:2000:OOJ, author = "Judith Bishop and Nigel Bishop", title = "Object-orientation in {Java} for scientific programmers", journal = j-SIGCSE, volume = "32", number = "1", pages = "357--361", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331885", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Scientific programmers have traditionally programmed in entirely sequential languages such as Fortran, C or Pascal and it could be argued that object-orientation is not a concept that they would need. Yet computer science departments that give courses to scientists and engineers would like to consider teaching them in Java, rather than in one of the older languages. This paper addresses the dual issues of how Java can best supply everything that the older languages do, and then what it can meaningfully give in added value, especially in the networking and parallel area. Experience with developing solutions in Java to some fifty typical numerical problems has led to a coherent object-oriented approach and a couple of essential support classes for teaching and production work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Noonan:2000:OOV, author = "Robert E. Noonan", title = "An object-oriented view of backtracking", journal = j-SIGCSE, volume = "32", number = "1", pages = "362--366", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331886", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we explore Wirth's [11] backtracking algorithm from the perspective of algorithm reuse and separation of concerns. We explore treatment of this problem in object-oriented data structures and algorithms texts. Finally, we present a reusable backtracking (or depth-first search) class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Woit:2000:ESL, author = "Denise Woit and Dave Mason", title = "Enhancing student learning through on-line quizzes", journal = j-SIGCSE, volume = "32", number = "1", pages = "367--371", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331887", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have experimented with the use of weekly on-line quizzes to enhance student learning in our first-year computer science courses. In our experiments we compared the effectiveness of using quizzes to the alternative of using weekly marked laboratory assignments. The results of our experiments show that student learning and retention increase with on-line quizzes. Weekly quizzes would be impossible if they were administered and marked in the traditional fashion; thus, we developed and used a secure, online environment for administering, writing, and marking the quizzes, with most of the marking performed automatically via simple marking programs. In this paper we describe our experiment, present our observations about student learning, outline student opinion, relate problems we encountered and our solutions, and provide technical details of our closed-quiz and marking environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chase:2000:CCL, author = "J. D. Chase and Edward G. Okie", title = "Combining cooperative learning and peer instruction in introductory computer science", journal = j-SIGCSE, volume = "32", number = "1", pages = "372--376", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331888", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "CPSC 120, Principles of Computer Science I, is a first semester freshmen level course for computer science majors. Over a three semester comparison period, this course had an average WDF rate of 56\% (i.e., percentage of students receiving a grade of ``D'' or ``F'', or withdrawing from the course). In two sections of this course, two strategies, peer instruction and cooperative learning, were combined to lower the WDF rate for both sections to an average of 32.5\%. The improvement was even more dramatic for the female students in the classes, who improved from a 53\% WDF rate to a WDF rate of only 15\%.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jarc:2000:ABI, author = "Duane J. Jarc and Michael B. Feldman and Rachelle S. Heller", title = "Assessing the benefits of interactive prediction using {Web}-based algorithm animation courseware", journal = j-SIGCSE, volume = "32", number = "1", pages = "377--381", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331889", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This study used educational software-courseware-that contained algorithm animations and data structure visualizations that were implemented with the programming language Java, and were embedded in a collection of World Wide Web pages. The objective of this study was to determine whether the interactive prediction facility provided by this courseware produced a significant learning advantage. Two experiments were conducted. The results indicated that the students who used the interactive version of the courseware spent significantly more time using it than those who used the noninteractive version. Students who used the interactive version scored better on several of the questions that tested the more difficult lessons, but performed more poorly overall. None of the differences were statistically significant.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hendrix:2000:DVI, author = "T. Dean Hendrix and James H. {Cross II} and Saeed Maghsoodloo and Matthew L. McKinney", title = "Do visualizations improve program comprehensibility? experiments with control structure diagrams for {Java}", journal = j-SIGCSE, volume = "32", number = "1", pages = "382--386", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331890", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recently, the first in a series of planned comprehension experiments was performed to measure the effect of the control structure diagram (CSD) on program comprehensibility. Upper-division computer science students were asked to respond to questions regarding the structure and execution of a source code module written in Java. Statistical analysis of the data collected from this experiment revealed that the CSD was highly significant in enhancing the subjects' performance in this program comprehension task. The results of this initial experiment along with the planned follow-on experiments promise to shed light on fundamental questions regarding the effect of software visualizations on program comprehensibility.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2000:EWI, author = "David C. Brown and Isabel F. Cruz and David Finkel and Robert E. Kinicki and Craig E. Wills", title = "Experiences with the {Webware}, interfaces and networking experimental laboratory", journal = j-SIGCSE, volume = "32", number = "1", pages = "387--391", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331891", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our experiences with the Webware, Interfaces and Networking Experimental (WINE) Laboratory. The WINE Lab was created to assist in teaching the topics of computer networks, user interfaces and Webware. The goal of the lab is to provide students the opportunity to complete projects, experiment with relevant techniques and make connections between topics with resources not available in a general purpose Unix-based computing environment. The results from offering courses with the lab show success in meeting these goals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vat:2000:TSP, author = "Kam Hou Vat", title = "Teaching Software Psychology: expanding the perspective", journal = j-SIGCSE, volume = "32", number = "1", pages = "392--396", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331892", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the curriculum development and teaching experience of a junior core course entitled Software Psychology, offered in the undergraduate Software Engineering program at the author's affiliated university. In particular, the pedagogy of problem-based learning is introduced, together with the evolution of the course content. It will also address issues such as resources and facilities needed for the course, and the students' perceived learning as well as the author's lessons learned therein.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tomer:2000:CCP, author = "D. S. Tomer and Doug Baldwin and Carl H. Smith and Peter B. Hendersen and Venu Vadisigi", title = "{CS1} and {CS2} (panel session): foundations of computer science and discrete mathematics", journal = j-SIGCSE, volume = "32", number = "1", pages = "397--398", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over a period of thirty years there have been many curriculum reforms in the Undergraduate Computer Science curriculum. The ACM/IEEE-CS task force is currently working on the Curriculum 2001. In this struggle to define and develop this dynamic field of computer science, we have the opportunity to identify the foundations and related concepts of mathematics we would like to see in the new CS curriculum and introduce these in CS1 and CS2. Many standard topics of discrete mathematics can encourage the use of mathematical thinking when taught along with the CS courses. The more complex foundations and other theoretical topics may be introduced later in the curriculum. This session will present some of the views and examples in this direction. Our goal is not to eliminate the need of discrete math but to integrate it into the basics of CS so that the student will experience mathematical reasoning in the early stages of the development of CS topics. Currently discrete math is taught as one of the early math requirements and many students do not see the relationship between the programming concepts and these mathematical concepts. An early blend of these ideas of will provide a richer experience to CS majors and the new topics can be learned more quickly if the underlying theoretical concepts are well understood. The programming languages of choice can be introduced in separate laboratory components taken parallel to CS1 and CS2. We hope that we all can agree that CS is not just programming and we have a new discipline that must develop its basic theory rather than depending on other disciplines to do it for us. Someday, the courses we know now as CS1 and CS2 maybe known as University Computing I and II as we now have in some of the other sciences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevens:2000:ULP, author = "K. Todd Stevens and Joel Henry and Pamela B. Lawhead and John Lewis and Constance Bland and Mary Jane Peters", title = "Using large projects in a computer science curriculum (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "399--400", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331894", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCracken:2000:ESC, author = "Daniel D. McCracken and Manuel A. P{\'e}rez-Qui{\~n}ones and Robert Bryant and Fred Springsteel and Anne-Louise Radimsky", title = "Experiences in starting computer engineering programs (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "401--402", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331895", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbert:2000:DCP, author = "Mary Ann Robbert and Ming Wang and Mario Guimaraes and Martha E. Myers", title = "The database course (panel session): what must be taught", journal = j-SIGCSE, volume = "32", number = "1", pages = "403--404", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331896", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fitzgerald:2000:SOA, author = "Sue Fitzgerald and Merry McDonald and Norbert J. Kubilus and Mark Fienup and Dian Lopez", title = "Student outcomes assessment (panel session): what works and what doesn't", journal = j-SIGCSE, volume = "32", number = "1", pages = "405--406", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331897", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Panelists will describe their schools' approaches to outcomes assessment for computer science students. Both successful and failed approaches will be discussed. Approaches to assessment start with the identification of program goals and selection of appropriate measures. Measurable results include student performance on standardized and locally developed tests, placement statistics, alumni interviews, employer perceptions, and other skills assessment. Pitfalls will be discussed. Results of outcomes assessment at each institution will be presented, including the management of collected data, interpretation of results, and integration of the results into the curriculum development process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hailperin:2000:CFY, author = "Max Hailperin and David Arnow and Judith Bishop and Chester Lund and Lynn Andrea Stein", title = "Concurrency the first year (panel session): experience reports", journal = j-SIGCSE, volume = "32", number = "1", pages = "407--408", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331898", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lidtke:2000:PIS, author = "Doris K. Lidtke and Willis King and John Gorgone and Gayle Yaverbaum", title = "Proposed information systems accreditation criteria (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "409--410", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331899", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This panel will discuss the background leading to the decision to develop a Draft Criteria for accreditation of Information Systems programs, the current status of the Draft Criteria, feedback received from presentations at a number of conferences and on a web-based survey, and a brief description of future plans for the project. Time will be allotted for questions from the audience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2000:CPS, author = "Eric Roberts and C. Fay Cover and Gerald Engel and Carl Chang and James H. {Cross II} and Russ Shackelford", title = "{Curriculum 2001} (panel session): evaluating the {Strawman} report representatives of the {ACM\slash IEEE-CS} task force", journal = j-SIGCSE, volume = "32", number = "1", pages = "411--412", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331900", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the fall of 1998, the ACM Education Board and the Educational Activities Board of the IEEE Computer Society appointed representatives to a joint task force to prepare Curriculum 2001, the next installment in a series of reports on the undergraduate computer science curriculum that began in 1968 and was then updated in 1978 and 1991. Interim reports on the initial planning of the curriculum were presented at the SIGCSE symposium in March 1999 and at the IEEE Frontiers in Education Conference in November 1999. In February 2000, the Curriculum 2001 Task Force will release a preliminary version of its report, in the hope of gaining feedback from a wider audience. The purpose of this panel is to give attenders at the SIGCSE conference to review the current state of the preliminary draft and offer their comments to the members of the Curriculum 2001 steering committee on the panel.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lidtke:2000:WNA, author = "Doris K. Lidtke and Lee Saperstein and Kenneth Martin and Della Bonnette", title = "{What}'s new with {ABET\slash CSAB} integration (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "413", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331901", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Accreditation Board for Engineering and Technology, Inc. (ABET) and the Computing Sciences Accreditation Board (CSAB) signed a Memorandum of Agreement in November 1998 to integrate CSAB's accreditation services with ABET, with a transition time of approximately two years. During the interim period, the operations of the Computer Science Accreditation Commission (CSAC) are contracted by CSAB to ABET. A committee with CSAC, CSAB, and ABET representation is working to set up the new commission for accrediting programs in the computing sciences. This new commission will probably be called the Computing Accreditation Commission (CAC). Other activities are underway to try to assure that this integration goes as smoothly as possible. The panel members will discuss from various points of view the current status of the integration and plans for the completion of the integration. Kenneth Martin is a Past Chair of CSAC. Lee Saperstein is past Chair of EAC. Della Bonnette is a Past CSAC Chair and current Team Chair. Doris Lidtke is serving as Adjunct Accreditation Director for Computing at ABET and a Past President of CSAB.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kay:2000:TAS, author = "David G. Kay and Clare Bates Congdon and Sue Fitzgerald and Merle S. King and Pat Semmes", title = "Teaching advice and support for new and adjunct faculty (panel session): experiences, policies, and strategies", journal = j-SIGCSE, volume = "32", number = "1", pages = "414--415", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331902", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The demand for computer science faculty is growing rapidly, along with the demand for seats in computer science courses. The problem of finding, recruiting, and retaining computer science faculty may have reached crisis proportions[1]. Meeting this demand means an influx of new faculty, including perhaps nontraditional faculty such as adjuncts from industry, emeriti, graduate students, or faculty from other disciplines. Such diversity is valuable but brings its own challenges. One of these is acclimating new faculty, particularly those from different academic or industrial environments, to the norms, practices, and expectations of a particular school and department. These may vary considerably among institutions, and some may be subtle and unrecognized, not always identified in existing orientation materials. For the new faculty's experience to be successful (for themselves, for their students, and for the institution), we must identify these issues. But we must also make that information available in an effective form: A comprehensive ``policies and procedures'' manual may be left unread amid the more immediate demands of meeting the first class or starting a research program. Experienced colleagues will have some answers, at least idiosyncratic ones, and likely are willing to share them when they have a free moment; even so, the new instructor may hesitate to call on the same person too often. The panelists will describe their experiences as new or adjunct faculty or as those orienting such faculty; thereafter, we will solicit experiences from the audience. We expect to generate and disseminate a list of teaching issues new faculty must address and a range of strategies for helping those faculty address them. This could serve as a ``Prototype FAQ,'' one that institutions (or their new-faculty coordinators) could adapt to local practices.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2000:RCA, author = "Owen Astrachan and Robert Cartwight and Rich Kick and Cay Horstmann and Fran Trees and Gail Chapman and David Gries and Henry Walkers and Ursula Wolz", title = "Recommendations for changes in advanced placement computer science (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "416", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331903", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In 1981 the APCS Development Committee recommended the use of Pascal in an AP course whose first exam was given in 1984. This decision was controversial; BASIC was in widespread use and serious consideration was given to a language-neutral exam and course. In 1985 an ad-hoc committee made recommendations on changing the exam format, essentially creating two courses that correspond roughly to CS1 and CS2. In 1995 an ad-hoc committee was convened to make recommendations on how best to incorporate C++ into the AP course and exam. The decision to adopt C++, made in 1994, was decidedly controversial. The ad-hoc committee made recommendations on a subset of C++ and on classes similar to those in the standard library, but which were safe for novice programmers to use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koffman:2000:IPC, author = "Elliot Koffman and Dorothy Deremer and Chris McDonald and Loren Rhodes and Rebecca Thomas and A. Joe Turner and Curt White", title = "{IT} programs and {CS} departments (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "417--418", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331904", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer Science departments are experiencing increases in enrollments that rival the expansion in the early '80s. At the same time, many of these students do not seem interested in or equipped to handle the rigor of a traditional computer science program. They are coming into computer science with expectations about computer science education that are significantly different from what they are finding on campus. Instead of courses on data structures and algorithms, automata, and operating systems, they want to learn Visual BASIC, Linux, and obtain Microsoft certification. CS departments responses to these pressures differ widely. Some take the approach that this is a temporary aberration and should have no affect whatsoever on degree programs in computer science. Some provide one-credit courses or seminars to discuss practical aspects of IT not covered in the curriculum. Others have started information technology programs to provide these students with an alternative program. In some cases, outside pressures (i.e., the university administration or external funding) has mandated that CS departments provide such programs. This panel will discuss these issues from varying perspectives. It will also provide some examples of IT programs in CS departments to give us some idea of what is currently being done at other institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shiflet:2000:UCS, author = "Angela B. Shiflet and Philip Holmes and Chuck Niederriter and Robert M. Panoff and Ernest Sibert", title = "Undergraduate computational science education (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "419--420", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331905", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moses:2000:TWP, author = "Louise Moses and Sally Fincher and James Caristi", title = "Teams work (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "421--422", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331906", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "``I didn't think I'd like group work, but I ended up in a good team and it was a great experience. But I feel if you end up in a bad team it can really get you down and will affect your mark.'' This student response (University of Exeter, U.K.) is typical and telling. At least some of the time teams work, and the progression from ``didn't think I'd like'' to ``great experience'' happens often enough that those of us who use team work have come to expect it, at least part of the time. The ability to work well in teams is essential for our graduates. It cuts across all the questions --- what, where, why and how we teach. However, not all of our students find working as a member of a team a natural and easy thing to do. Not only that, even though the student quoted in the preceding paragraph uses the phrase ``good team'' and the phrase ``bad team'' these and many other terms are not well defined. The Computer Science (CS) academic community regards group project work as an essential component of any degree; the discipline's professional societies world-wide emphasize project and group work as preparation for professional practice. Project work is recognized as having many educational and social benefits, in particular providing students with opportunities for active learning. Nevertheless, managing project work is problematic, because CS projects are:expensive, demanding considerable supervision as well as technical resources; complex, marrying design, human communication, human-computer interaction, and technology to satisfy objectives ranging from consolidation of technical skills through provoking insight into organizational practice, teamwork and professional issues, to inculcating academic discipline and presentation skills; continually demanding, set in the context of a rapidly changing technology which affects technical objectives and demands ever-evolving skills in both students and supervisors. In a young and changing discipline, some aspect of project work is questioned in almost every institution. The three panelists bring experience from four educational institutions in two countries. Louise Moses is Chair of the Department of Computer Science and Information Systems at Mount Union College. She has supervised team projects in extra-departmental service courses, classes provided for departmental majors, and inter-disciplinary courses. During the summer term of the previous three academic years she has been Honorary Visiting Researcher in the Department of Computer Science in the School of Engineering at The University of Exeter, Exeter, U.K. In that position she has worked as part of the management team for first year students in the first year project. James Caristi is a professor of mathematics and computer science at Valparaiso University. He was the 1990 recipient of the Sears Roebuck Award for Teaching Excellence and Campus Leadership, and is the 1999 recipient of the Distinguished Teaching Award from the Indiana Section of the Mathematical Association of America. He has been using teams in different ways in computer science classes at all levels for over 15 years. Sally Fincher is a Lecturer in the Computing Laboratory at the University of Kent at Canterbury in England. She has been project manager for the Effective Projectwork in Computer Science (EPCoS) project. EPCoS was a 10-partner, three-year funded project which worked to identify best practices in CS projectwork, transfer those practices between institutions and examine and analyze the process of transfer. We have wrestled with project design and how to make team assignments. And, even though providing good teamwork experiences is more of an art than a science --- with no hard and fast rules --- there are guidelines; it will be profitable to share our knowledge and our experiences. We shall consider six major areas concerning team and group work, and the kind of issues that are associated with them. Allocation How do we allocate students to groups? And then groups to supervisors?Supervision What sort of role should a supervisor take with respect to their group? Friend, mentor, project manager or technical guru? Does it make a difference? Assessment How do we assess the contribution of an individual when the deliverables are a team effort ? Should we even try to? Motivation What happens when students get into a ``bad'' team? How do we keep them motivated? Reflection Especially when introducing teamwork into the curriculum, reflection is an essential part of the learning cycle. How do we plan to make sure we include time and opportunity for this? Teamwork How do we encourage working together, when in some other academic circumstances this might be called ``cheating''?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2000:ASE, author = "Rene{\'e}e McCauley and Nell Dale and Thomas Hilburn and Susan Mengel and Branson W. Murrill", title = "The assimilation of software engineering into the undergraduate computer science curriculum (panel session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "423--424", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331907", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kay:2000:IPL, author = "David G. Kay", title = "Intellectual property law basics for computer science instructors (seminar session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "425", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331908", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Increasingly the practice of computing involves legal issues. Patenting algorithms, domain name poaching, and ``re-using'' HTML and graphics from web sites all raise questions in the domain of intellectual property law (which includes patents, copyrights, trade secrets, and trademarks). In the classroom, computer science educators often confront questions that have legal ramifications. To many computer scientists, the legal system seems arbitrary and impenetrable, just as software development is obscure to many lawyers. But each discipline has its own axioms and goals, its own culture and approach to solving problems. Moreover, each discipline has been largely successful in meeting its goals, despite such problems as frivolous, costly lawsuits on one side and unstable, bloated software on the other. The goal of this seminar is to give computer science faculty a framework for answering students' questions and debunking the most egregious misconceptions about intellectual property issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2000:FFD, author = "John A. N. Lee and Kevin Bowyer", title = "Future faculty development seminar in ethics, social impact and alternative teaching strategies (seminar session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "426", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331909", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This seminar/workshop on ethics and the social impact in computer science, supported by studies of the applicability of alternative teaching and learning strategies, is targeted towards doctoral candidates in computer science whose life-goal is to teach in a university or college setting. Based on the concept of ``ethics across the curriculum'' the seminar/workshop will prepare future faculty to incorporate ethical and social impact concerns in their technical courses. At the same time they will be exposed to modern teaching and learning techniques that will assist them in making a good start in their teaching careers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brady:2000:IMB, author = "Alyce Brady and Michael J. Clancy and Kathleen Larson", title = "Introduction to the marine biology case study (seminar session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "427", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331910", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A new case study for the AP curriculum, based on a marine biology simulation program will be released for the 2000-2001 academic year. The case study highlights linear and two-dimensional data structures, object interaction, object-oriented design, and discrete simulation. This seminar will introduce the new case study to AP teachers and other interested CS educators, and will discuss how it can be integrated into the AP (or CS 1 and CS 2) curricula.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2000:NSF, author = "C. Dianne Martin and Margaret Reek", title = "The {National Science Foundation} (seminar session): funding opportunities for {CS} faculty through the {CCLI} program", journal = j-SIGCSE, volume = "32", number = "1", pages = "428", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331911", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A new program in undergraduate education at the National Science Foundation is the Course, Curriculum and Laboratory Improvement (CCLI) program. CCLI has two tracks that are of particular interest to CS faculty members. They are the Educational Materials Development (EMD) and the Adaptation and Implementation (A{\&}I) tracks. The focus of the EMD track is to develop, test and implement new materials or practices for national dissemination. The focus of the A{\&}I track is to adapt and implement existing innovative materials or practices within a particular institution. Both of these tracks offer opportunities for funding for CS faculty concerned about improving the quality of CS undergraduate education. Projects can encompass a broad range of activities, from individual courses and laboratories through comprehensive projects that impact entire curricula or programs across multiple departments or institutions. Funding can be requested for all items normally supported by NSF, such as equipment and personnel. The next CCLI program deadline date is June 7, 2000, making the seminar very timely for people interested in developing a proposal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolling:2000:OFJ, author = "Michael K{\"o}lling and John Rosenberg", title = "Objects first with {Java} and {BlueJ} (seminar session)", journal = j-SIGCSE, volume = "32", number = "1", pages = "429", month = mar, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/331795.331912", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Mon Nov 19 10:05:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Object-oriented languages have been taught for some time at universities. The most common approach has been to teach those constructs required for imperative programming first and to introduce the notion of classes and objects somewhat later in the course. More recently, many educators have been promoting the notion of teaching about classes and objects first. This helps students to adopt the object-oriented paradigm at an early stage and encourages them to focus on the application structure before beginning coding. Most new textbooks have followed such an approach. While this method has clear advantages, it is not easy to realise in practice. This is partly a result of the languages used for teaching. However, we would argue that the major difficulty comes from the lack of program development environments and tools which themselves fully embrace the object-oriented paradigm. The use of Java as the language for teaching addresses some of the problems. Java with its clean support for the object-oriented paradigm is now widely regarded as a suitable choice for introductory teaching. The choice of environment, however, remains an issue. The view of the development environment as a major difficulty in Java courses is further supported by numerous reports of educators relating their experiences with teaching introductory Java courses. While Java was consistently described as an excellent language for teaching the object-oriented paradigm, the environments available are regularly identified as a significant source of problems. These may be divided into two areas: The environments are designed for professional programmers. They are too complex and have a steep learning curve. Thus valuable teaching time is spent teaching the students how to use the environment and this detracts from the principles of programming. Most of the existing environments fail to fully adopt the object-oriented paradigm. Users of the environment must deal with files, lines of code and directory hierarchies rather than classes, objects and relationships. In this seminar we will argue the case that the requirements for teaching the object-oriented paradigm and Java can only be satisfied by the provision of a program development environment specifically designed for teaching. We will introduce BlueJ, a relatively new development environment which addresses all of these issues. We will show how the unique features of this environment can be used to create an introductory Java course that fully embraces the ``object first'' approach and supports the presentation of a cleaner picture of the paradigm than previously possible. BlueJ is based heavily on earlier work by us on a language and environment called Blue. BlueJ is a complete Java development environment, written entirely in Java. It provides graphical support for object-oriented design, abstracts over files and the operating system and provides fully integrated support for a design, edit, compile and test cycle. In addition, BlueJ supports interactive creation of objects and interactive calling of methods of objects. This provides support for incremental development, one of the major advantages of object-orientation. It includes an easy-to-use debugger and support for applications and applets. One of the main differences between BlueJ and other environments is its distinct focus on a teaching context. It combines powerful tools with an easy-to-use interface, avoiding the complexity that creates so many problems when using existing environments in a classroom. BlueJ has been used very successfully for two semesters as Monash University. The presentation will provide the context in which the BlueJ project has been developed. We will discuss the design principles for BlueJ, the major aims of the project and our experiences with using it in class. A demonstration of the current version of BlueJ will be given. We will also demonstrate a set of examples and problems which can be used in a first Java course and show how the course structure can be improved and support teaching ``objects first'' with the availability of an environment that fully supports the paradigm. BlueJ is available free of charge and can be used by any interested institution. Details of how to obtain a copy of BlueJ will be provided at the seminar.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2000:HGG, author = "Mordechai Ben-Ari", title = "How to Get a Good Review", journal = j-SIGCSE, volume = "32", number = "2", pages = "4--6", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.571920", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For several years I have been reviewing submissions for SIGCSE conferences and, unfortunately, recommending rejection of the majority of the submissions. While some undoubtedly deserved the recommendation, others described work that is potentially interesting and relevant, but the papers were so poorly written that it was impossible to judge the ideas fairly. I am writing this message to help SIGCSE members write better papers and improve their chances of acceptance. A review is like an audition: you have prepared your presentation for weeks or months, yet you only have a few minutes to convince a director (who knows nothing about you) that you are better than those appearing before or after you. The key words here are that the reviewer knows nothing about you. You may have been working on a project for months, but you only have four pages in which to ``perform.'' You have two tasks when you write a paper. First, you must structure your paper so that your ideas and work are clearly and fully described within the page limit. Second, and more importantly, you must place your work in context so that the reviewer can decide if it is significant and relevant.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2000:DPB, author = "C. Dianne Martin", title = "Debunking the {Puppy Baron} culture", journal = j-SIGCSE, volume = "32", number = "2", pages = "7--7", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355355", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2000:ELS, author = "Don Gotterbarn", title = "The education and licensing of software professionals: the myth of ``a perfected science'' considered harmful", journal = j-SIGCSE, volume = "32", number = "2", pages = "8--9", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2000:EHM, author = "John A. N. Lee", title = "Emulators of ``historic machines''", journal = j-SIGCSE, volume = "32", number = "2", pages = "10--11", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355357", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2000:PED, author = "Tony Clear", title = "Practitioner education --- degrees of difference?", journal = j-SIGCSE, volume = "32", number = "2", pages = "11--12", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2000:NGC, author = "John T. Gorgone", title = "A new {IS} graduate curriculum model --- after eighteen years", journal = j-SIGCSE, volume = "32", number = "2", pages = "13--14", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355359", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2000:RPR, author = "Nell Dale", title = "Reflections on past research: part {II}", journal = j-SIGCSE, volume = "32", number = "2", pages = "14--16", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2000:FSS, author = "Ren{\'e}e McCauley", title = "``Free source'' software --- what a blessing!", journal = j-SIGCSE, volume = "32", number = "2", pages = "16--17", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355361", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knox:2000:SEN, author = "Deborah L. Knox", title = "{SIGCSE} endorses a new journal on educational resources in computing", journal = j-SIGCSE, volume = "32", number = "2", pages = "17--18", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2000:NG, author = "Henry M. Walker", title = "Notes on grading", journal = j-SIGCSE, volume = "32", number = "2", pages = "18--19", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355363", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gersting:2000:EEIa, author = "Judith L. Gersting and Frank H. Young", title = "Experiences with ethical issues", journal = j-SIGCSE, volume = "32", number = "2", pages = "20--21", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Makinen:2000:RUD, author = "Erkki M{\"a}kinen and Markku Siermala", title = "Restricted universe data structures", journal = j-SIGCSE, volume = "32", number = "2", pages = "22--24", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355365", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Restricted universe data structures and their algorithms augment our knowledge of the behavior of standard data structures. Understanding the increase in asymptotic efficiency when restricting the universe of possible keys helps us to realize the limits of the common data structures, such as balanced binary trees. This paper first introduces the principles of restricted universe data structures and then empirically compares stratified trees and AVL trees in the connection with a simple algorithmic problem.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2000:IRC, author = "Ren{\'e}e McCauley and Bill Manaris", title = "An information resource for computer science educators", journal = j-SIGCSE, volume = "32", number = "2", pages = "25--29", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an information resource for educators in departments offering computer science degree programs. This resource is designed to provide structured, up-to-date information in terms of demographics and statistics related to curricula, faculty, and students in such departments. Additionally, it facilitates the identification of various trends based on these data over several years. This paper presents highlights of the information generated through this project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Arif:2000:MTO, author = "Essam M. Arif", title = "A methodology for teaching object-oriented programming concepts in an advanced programming course", journal = j-SIGCSE, volume = "32", number = "2", pages = "30--34", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "I have been teaching an advanced programming course for undergraduate students for four years. My intention is that object-oriented programming principles and concepts could be easily simplified and taught to the students in this course. In this paper we will discusses a step by step methodology that I use in this course to teach my students how to understand and apply these concepts. The paper also attempts to determine the attribute of students to OOP and their reaction towards the methodology. It reports the result of a survey conducted to students after taking two introductory computer programming courses using a structural programming language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gelderblom:2000:OCS, author = "J. Helene Gelderblom", title = "{OOPtutor}: a {CBL} system for introductory object-oriented programming", journal = j-SIGCSE, volume = "32", number = "2", pages = "35--38", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The author developed OOPtutor, a prototype of a system that teaches entry level object-oriented programming in Java. It uses a simple world of dogs to introduce the important object-oriented concepts like objects, classes, methods and inheritance. The prototype was implemented as a set of object-oriented classes that perform general CBL authoring functions. This article gives a brief description of the OOPtutor prototype and its implementation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goold:2000:FAP, author = "Annagret Goold and Russell Rimmer", title = "Factors affecting performance in first-year computing", journal = j-SIGCSE, volume = "32", number = "2", pages = "39--43", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355369", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Performances are analysed over successive semesters for a cohort of first-year students doing computer programming. Attainment is related to performance in other studies. However, many factors have roles. Learning style and problem-solving skills are important in information technology in Semester I. Gender and secondary school outcomes matter in introductory programming, also in Semester I. Dislike of programming influences outcomes in introductory programming and in Data Structures and Algorithms in Semester II. For a number of indicators, influence fluctuates over time and across area of study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bhatti:2000:VTT, author = "M. Afzal Bhatti", title = "Visual tool for teaching synchronization problems in operating systems", journal = j-SIGCSE, volume = "32", number = "2", pages = "44--45", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "During the last several years, many attempts were made to prove that information technology (IT) holds great promise for education. For that purpose all over world, research has been carried out on the instructional use of IT in education. The results of the research activity have repeatedly proven that computers can be powerful educational tools. Information technology, when properly used, can improve learning, motivate students, and help them gain higher-level cognitive skills critical to lifelong learning. Yet, despite the proven success of instructional computing, it has not yet been fully adopted in meaningful way into computer science education at university level. The paper is about an attempt to use information technology to teach basic concepts in one of the core computer science courses---operating systems---in a modest computing environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jovanovic-Dolecek:2000:CES, author = "Gordana Jovanovic-Dolecek and Victor H. Champac", title = "{CGTDEMO} --- educational software for the central limit theorem", journal = j-SIGCSE, volume = "32", number = "2", pages = "46--48", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355372", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the demo package for teaching and visualizing the Central limit theorem. The topic treated in this paper is of significant interest in undergraduate coverage of non-deterministic systems. Two types of random variables are considered: symmetric, highly concentrated about its mean value and nonsymmetrical random variables. The demo program is developed in MATLAB 5.2. The program gives the user step by step guidance. The user chooses the type of variable, the length of the sum N, and the corresponding parameters of a random variable. Successive plots of the sums of random variables and the estimations of the corresponding probability density functions are obtained. Finally the comparison with a normal variable is given.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosso:2000:OMT, author = "Ana Rosso and Marcela Daniele", title = "Our method to teach algorithmic development", journal = j-SIGCSE, volume = "32", number = "2", pages = "49--52", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355373", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we outline a method of teaching algorithmic, based on problem-solving and stating the necessary stages to be considered when writing an algorithm which solves a given problem.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gaona:2000:RDC, author = "Amparo L{\'o}pez Gaona", title = "The relevance of design in {CS1}", journal = j-SIGCSE, volume = "32", number = "2", pages = "53--55", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most of the papers on the experiences in teaching the first object-oriented programming course are biased towards the selection of the best programming language. Sometimes we argue the pros and cons of particular languages (C, C++, Java). My point is that teaching a programming methodology is the most important element for such a course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jacobsen:2000:EDL, author = "Michele Jacobsen and Rob Kremer and Mildred L. G. Shaw", title = "Experiments with distance learning in software engineering graduate courses", journal = j-SIGCSE, volume = "32", number = "2", pages = "56--59", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This article reports on our experience to date with these two distance graduate courses in software engineering. We experimented with several technological tools to facilitate computer mediated communication: WebCT, electronic mail, a list server, and NetMeeting. We briefly discuss the methods used to evaluate the distance learning environments experienced by the graduate students, and make recommendations for future research and educational practice in distance learning environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pullen:2000:TCM, author = "J. Mark Pullen and Eugene Norris and Mark Fix", title = "Teaching {C++} in a multi-user virtual environment", journal = j-SIGCSE, volume = "32", number = "2", pages = "60--64", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355376", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Internet has opened tremendous possibilities for distance education, where teachers and students can be distributed worldwide. However, much of today's Internet-based teaching is limited to student access of Web-based multimedia documents. In this paper we describe new dimensions in distributed education that are possible in synchronous sessions where the students interact with the teacher in real time. We review and elaborate on the nature of the MUVE, a spatially oriented, network-accessed software environment that uses persistent object technology to promote student creativity and allow continuity between online sessions. We describe our experiences in using a MUVE to enable distributed education at the college level in graduate and undergraduate courses, and its use with high school students in the DARPA Computer-Assisted Education and Training Initiative (CAETI).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bravo:2000:DSC, author = "C. Bravo and M. A. Redondo and M. Ortega and J. Bravo", title = "{DOMOSIMCOL}: a simulation collaborative environment for the learning of domotic design", journal = j-SIGCSE, volume = "32", number = "2", pages = "65--67", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355377", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/Contrib.bib", abstract = "The learning systems based on the solution of real projects have proved to be efficient in the different educational levels. With the use of simulation environments these systems achieve a combination between the student monitoring and discovery learning. In this work we present tools that enable the creation of a plan in a collaborative way and the use of simulation in learning communities to the solution of design problems applied to the domotics domain", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Elkateeb:2000:WBM, author = "Ali Elkateeb and Ala Awad", title = "A {WWW}-based multimedia center for learning data communications --- phase 1", journal = j-SIGCSE, volume = "32", number = "2", pages = "68--73", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of multimedia in education has become an important element to improve the quality of education and to reduce the cost of the educational system. In addition, the students got the benefit of learning and understanding the material better than in the conventional way. In this work, a learning package called ``Data Communications Learning Center'' (DCLC) has been developed and tested. The main objective of this center is to help university students and others to learn data communication concepts, architectures and operations. The center is a world wide web (www) based, and it allows any student that uses a standard modem for the Internet access to use our center. The center has been developed to be easy to use. The initial evaluation of the center examined by a few students have complemented that the center has improved their understanding to some data communication concepts which the center already supports. Although our intention is to support one topic at the first stage of this project, one can easily add other topics to the center. Any professor who is willing to put his course in the center can achieve this without any prior knowledge about the internal design of the center.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schaub:2000:TJG, author = "Stephen Schaub", title = "Teaching {Java} with Graphics in {CS1}", journal = j-SIGCSE, volume = "32", number = "2", pages = "71--73", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.571919", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses an approach to teaching basic object-oriented concepts in CS1 using Java graphics. Students first use a simplified turtle graphics API to explore introductory programming issues. Later, they see a real-world example of how inheritance can be used to add functionality to the standard Java Abstracting Windowing Toolkit, to facilitate the construction of sophisticated graphics applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McGuffee:2000:DCS, author = "James W. McGuffee", title = "Defining computer science", journal = j-SIGCSE, volume = "32", number = "2", pages = "74--76", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper explores the use and purpose of a definition of computer science from the perspective of an undergraduate student. In order to gain access to the topic, the nature and purpose of definitions are explored. Historical examples of computer science definitions are given. The paper concludes with an examination of how students define computer science and how we should use these definitions in computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2000:PYE, author = "Torben Lorenzen", title = "Publish your {Excel} grade book on the {Web}", journal = j-SIGCSE, volume = "32", number = "2", pages = "77--78", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355380", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "I have created an Excel spreadsheet to use as my course grade book. I will begin with an overview of such a sample grade book that I use in a course, teaching students about Microsoft Office. I will then tell you how I use the grade book, the equations that make it work, how to download it from the web, and finally how to modify it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soklic:2000:ICP, author = "Milan E. Soklic", title = "Impact of computing platforms on the performance of the asymmetric traveling salesman problem", journal = j-SIGCSE, volume = "32", number = "2", pages = "79--81", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This article discusses a serial and a parallel version of a heuristic algorithm for a solution to the traveling salesman problem, implementation of these algorithms, and their performance in terms of finding the most favorable solution, and an average solution. The algorithms implemented in C sequential programming language, and in Occam concurrent programming language were run on different computing platforms to study their impact on the comparative value of the solutions each platform provided. The programs were tested on reference data from TSPLIB data files, a collection of sample instances of traveling salesman problem. Experimental results, using asymmetric cost matrix, indicate good performance compared to the optimal solutions provided in the TSPLIB reference library.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Li:2000:MNT, author = "Ming-Sun Li and Marcus Wright", title = "On a modified nine-tails problem", journal = j-SIGCSE, volume = "32", number = "2", pages = "82--82", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2000:CEI, author = "Eric Roberts", title = "Computing education and the information technology workforce", journal = j-SIGCSE, volume = "32", number = "2", pages = "83--90", month = jun, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/355354.355383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:42 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shi:2000:MAS, author = "Hongchi Shi and Yi Shang and Su-Shing Chen", title = "A multi-agent system for computer science education", journal = j-SIGCSE, volume = "32", number = "3", pages = "1--4", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343051", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present a multi-agent system for supporting student-centered, self-paced, and highly interactive learning in undergraduate computer science education. The system is based on a hybrid problem-based and case-based learning model, for both creative problem solving and mechanical experience simulation. It aims at enhancing the effectiveness of the undergraduate learning experience in computer science. Implemented using the prevalent Internet, Web, and digital library technologies, the system adopts an open architecture design and targets at large-scale, distributed operations. In the initial implementation of the system, a number of prototypes using different Java-based software environments have been developed. They offer tradeoffs in system performance and design complexity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Culwin:2000:LWB, author = "Fintan Culwin", title = "{Lecturelets}: {web} based {Java} enabled lectures", journal = j-SIGCSE, volume = "32", number = "3", pages = "5--8", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343053", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The traditional lecture has, for a long time, been subject to significant criticisms regarding its learning effectiveness. Despite this it remains popular and several attempts have been made to transport aspects of its format to the Web. Many of these projects appear to have been ill informed and, like many pedagogic uses of the Web, under evaluated. This paper describes the design, implementation and deployment of lecturelets, small low-cost Web hosted lecture like presentations. One design intention was to include effective support for their evaluation and the mechanisms and intentions for this are described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2000:DGP, author = "Amruth Kumar", title = "Dynamically generating problems on static scope", journal = j-SIGCSE, volume = "32", number = "3", pages = "9--12", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343055", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Solving problems is an integral part of learning in Computer Science. In order to provide students with a vast supply of problems with which to practice, we propose to use applets that automatically generate problems. In this paper, we first discuss the capabilities required of such applets, and then, present the design and features of an applet we have developed to automatically generate problems on static scope in Pascal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nelson:2000:TCN, author = "Daniel Nelson and Yau Man Ng", title = "Teaching computer networking using open source software", journal = j-SIGCSE, volume = "32", number = "3", pages = "13--16", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343056", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For the past seven years we have taught a subject entitled Network Software and Management (NSM) for both computer science and electrical engineering students. We discuss the evolution of this subject syllabus in response to the changing requirements of the workplace environment, ever improving technology and the need to combine theory and practice in teaching subjects such as this. We used open source software exclusively in our laboratory exercises and we provide the rationale behind our choice of specific software packages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bernat:2000:SSR, author = "Andrew Bernat and Patricia J. Teller and Ann Gates and Nellie Delgado", title = "Structuring the student research experience", journal = j-SIGCSE, volume = "32", number = "3", pages = "17--20", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343059", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The benefits of working in a research group are clear: students develop domain expertise, gain an understanding and appreciation of the research process and its practice, and acquire team, communication, problem-solving, and higher-level thinking skills. Students with this experience are better equipped to make informed judgments about technical matters and to communicate and work in teams to solve complex problems. However, it is difficult to provide a quality experience to large numbers of students, particularly to students of differing abilities. The Systems and Software Engineering Affinity Research Group model provides a socialization mechanism and infrastructure that supports the development and management of large research groups that engage undergraduate and graduate students, who have a wide range of skill levels and experiences, in research and projects. This non-hierarchical model integrates students into both small research groups and an encompassing large research group, and uses structured activities to develop their research, technical, communication, and group skills. In this paper we introduce the model and report how the model meets independently developed Best Practice guidelines for student research experiences and we provide indicators of success for use by other projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolikant:2000:AS, author = "Yifat Ben-David Kolikant and Mordechai Ben-Ari and Sarah Pollack", title = "The anthropology semaphores", journal = j-SIGCSE, volume = "32", number = "3", pages = "21--24", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343061", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes research into the conceptions of students studying concurrency, using qualitative methods that originated in anthropological field work. We were able to obtain a deep understanding of students' mental models of semaphores: they construct consistent, though non-viable, models of semaphores, and they use them in patterns without understanding the synchronization context. We used the results to improve our teaching of concurrency, for example, by carefully defining the semaphore model and exercising the model outside of a problem-solving context.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hagan:2000:DIH, author = "Dianne Hagan and Selby Markham", title = "Does it help to have some programming experience before beginning a computing degree program?", journal = j-SIGCSE, volume = "32", number = "3", pages = "25--28", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343063", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is an intuitive perception that students with prior programming experience have an initial advantage in an introductory programming course, but that this advantage may decrease over the duration of the course if the style of programming is different from what the student has learnt previously. This paper reports on a study that indicates that students who have experience in at least one programming language at the beginning of an introductory programming course perform significantly better in the assessment than those with none, and that the more languages with which a student has experience, the better the performance tends to be.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tjaden:2000:WWB, author = "Bunny J. Tjaden and Brett C. Tjaden", title = "A worldwide, {Web}-based study of the attitudes of college freshmen toward computing", journal = j-SIGCSE, volume = "32", number = "3", pages = "29--32", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343064", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We propose to initiate a worldwide survey of colleges and universities to re-evaluate attitudes of students toward computing courses. In 1985, a study of college freshmen was conducted to determine their attitudes toward introductory computer science courses [10]. At that time, access to and experience with computers was not the norm for the typical student about to enter the university. The 1985 study found that females, as well as students with no computer experience, reported the most negative encounters with computing. We intend to expand the original study, delving into whether or not the programming language learned, compiler and operating system used, peer and parental attitudes, as well as other factors, influence a student's attitude toward computing. We are particularly interested in examining these attitudes from the standpoint of women and minorities, those who are still least likely to have prior, in-depth computer experience. Additionally, with the ease of communication due to email and the internet, we believe it is of interest to computing educators worldwide to participate in such a study. We will provide a survey instrument, a set of World Wide Web tools, and a database. Faculty and their classes from around the world will be encouraged to participate. Each institution will be able to immediately compare the profile of their students with those of other schools. We will provide search capabilities on several key fields in order to facilitate participant data analysis. We foresee the results of our survey generating a dialogue among educators and possibly changing the direction of and/or way in which computer science is taught.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Exton:2000:ETA, author = "Chris Exton", title = "{Elucidate}: a tool to aid comprehension of concurrent object oriented execution", journal = j-SIGCSE, volume = "32", number = "3", pages = "33--36", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343066", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The adoption of concurrent programming techniques into mainstream system development has brought with it a problem in software comprehension. Stepping through the code is no longer adequate to ensure a student's understanding of how a concurrent program will execute. Elucidate attempts to rectify this inadequacy by giving the student the ability to dynamically explore the various threads of execution and event order of an executing concurrent program. The student can gain an understanding of the threads of control and how they relate to classes, object instantiation, destruction and method invocation. Elucidate adds a layer of abstraction that is capable of clearly exhibiting to the student many of the underlying problems associated with concurrent programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2000:AAA, author = "Guido R{\"o}{\ss}ling and Markus Sch{\"u}er and Bernd Freisleben", title = "The {ANIMAL} algorithm animation tool", journal = j-SIGCSE, volume = "32", number = "3", pages = "37--40", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343069", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present Animal, a new tool for developing animations to be used in lectures. Animal offers a small but powerful set of graphical operators. Animations are generated using a visual editor, by scripting or via API calls. All animations can be edited visually. Animal supports source and pseudo code inclusion and highlighting as well as precise user-defined delays between actions. The paper evaluates the functionality of Animal in comparison to other animation tools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dann:2000:MCP, author = "Wanda Dann and Stephen Cooper and Randy Pausch", title = "Making the connection: programming with animated small world", journal = j-SIGCSE, volume = "32", number = "3", pages = "41--44", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343070", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In learning to program, students must gain an understanding of how their program works. They need to make a connection between what they have written and what the program actually does. Otherwise, students have trouble figuring out what went wrong when things do not work. One factor that contributes to making this connection is an ability to visualize a program's state and how it changes when the program is executed. In this paper, we present Alice, a 3-D interactive animation environment. Alice provides a graphic visualization of a program's state in an animated small world and thereby supports the beginning programmer in learning to construct and debug programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Raner:2000:TOO, author = "Mirko Raner", title = "Teaching object-orientation with the {Object Visualization and Annotation Language (OVAL)}", journal = j-SIGCSE, volume = "32", number = "3", pages = "45--48", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343071", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Object-oriented techniques and technologies are omnipresent in all branches of modern software development and systems design. Still today there is an enormous demand for training in the area of object-oriented analysis, design and programming. Several languages and notations have been developed for the visual presentation of object-oriented ideas and designs (eg, the Booch method [1], OMT [3] or the emerging standard UML [4]). Such languages or notations are an excellent means of communication and documentation amongst experts. However, for novice trainings they are not very suitable. Instead, they raise additional difficulties: not only a large number of new ideas and a new way of thinking has to be learned, but also a highly non-intuitive graphic notation to present these ideas. The newly developed Object Visualization and Annotation Language (OVAL) is a simple illustrative notation which aims at OO novices. It visualizes the key ideas of object-orientation in a very intuitive way and was especially designed to assist in the process of teaching the way of object-oriented thinking.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dick:2000:TTS, author = "Martin Dick and Margot Postema and Jan Miller", title = "Teaching tools for software engineering education", journal = j-SIGCSE, volume = "32", number = "3", pages = "49--52", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343072", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines a set of teaching tools in the Software Engineering Practice course at Monash University. Analyzing various aspects of the course and student survey response to their value provides evaluation of the overall success of the tools. The paper demonstrates that a successful teaching program needs to combine a range of teaching tools to achieve its aims.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hilburn:2000:TNP, author = "Thomas B. Hilburn", title = "Teams need a process!", journal = j-SIGCSE, volume = "32", number = "3", pages = "53--56", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343074", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper begins with a discussion of the importance of software development and the problems encountered by those trying to work effectively on software project teams. It is argued that for students to be effective in working on teams they need the discipline and organization offered by a rigorous team software process. The author describes his experiences in using the Team Software Process (TSP) to teach an introductory course in software engineering. The structure and key elements of the process are presented, along with techniques used in selecting and forming teams. The paper examines the TSP quality assurance features and finishes with a discussion of the techniques used to acquire feedback and to evaluate the affect of the TSP on student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Abi-Raad:2000:SAA, author = "Maurice Abi-Raad", title = "Systems analysis with attitude!", journal = j-SIGCSE, volume = "32", number = "3", pages = "57--60", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343075", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Have you ever been overruled by your students in critical decisions relating to their learning? Have you ever attended your own classes as a guest consultant with pre-defined scope of input? Have you ever suffered from the fact that each student is different, and you have a standard program for all? Have you ever empowered your students, and watch them exceed your expectation? The only important question is whether you have the courage to throw out your safety nets and Do It. For those who are looking to be involved in an exciting, challenging, stimulating and rewarding teaching exercise, Systems Analysis with attitude is definitely it. Interested! We were too when we attempted this experiment that we do recommend to colleagues in this always-evolving analysis discipline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Faulkner:2000:EUE, author = "Xristine Faulkner and Fintan Culwin", title = "Enter the usability engineer: integrating {HCI} and software engineering", journal = j-SIGCSE, volume = "32", number = "3", pages = "61--64", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343076", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines the role of Human Computer Interaction in the context of the Computer Science and Software Engineering curricula. We suggest there needs to be much more integration between Computer Science and HCI. We believe this can be brought about by adopting HCI as the underlying principle to the development of systems. Usability engineering would provide the necessary framework for the development of usable systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Normark:2000:SWB, author = "Kurt N{\o}rmark", title = "A suite of {WWW}-based tools for advanced course management", journal = j-SIGCSE, volume = "32", number = "3", pages = "65--68", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343078", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A collection of tools for creation of advanced and comprehensive course home pages is presented. The tools cover the spectrum from course overview pages and hypertext teaching materials to interactive services that support the teaching activities during the course. From the teacher's perspective the tools allow for abstraction from details and automation of routine work in the authoring process. Seen from a student's perspective the comprehensive linking of course plans, teaching material, and interactive services provides for a valuable organization of a large body of information.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ou:2000:IIW, author = "Kuo-Liang Ou and Gwo-Dong Chen and Chen-Chung Liu and Baw-Jhiune Liu", title = "Instructional instruments for {Web} group learning systems: the grouping, intervention, and strategy", journal = j-SIGCSE, volume = "32", number = "3", pages = "69--72", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343079", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Owing to the lack of face-to-face interactions, students using a web-based learning system are likely to study alone and with relatively little classmate support and pressure. Teachers in a web-based learning system may apply the group-learning model to overcome this problem. Therefore, teachers first need to organize, manage, and monitor the group learning. Additionally, they must take appropriate actions based on teaching strategies to improve the learning achievements of the students. To perform these tasks effectively, the teachers must obtain relevant information by searching and analyzing the huge amount of web-access logs or by monitoring web interactions. This will be burdensome and difficult to do well for the teachers. This work presents novel methodologies for developing instruments to assist teachers in performing grouping, intervention and strategy analysis. The proposed methodologies apply data mining tools provided by existing database management systems. A tool is initially R developed to assist in organizing learning groups according to teacher specifications. Database techniques, including multidimensional cube, are then applied to make student web logs meaningful and helpful to teachers in managing group learning. The associate rule mining tool is finally employed to assist teachers in analyzing their pedagogical strategies. These tools relieve the teacher of tedious data collection and analysis, and thus can focus on managing the groups to promote student learning achievement.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Khuri:2000:IPL, author = "Sami Khuri and Hsiu-Chin Hsu", title = "Interactive packages for learning image compression algorithms", journal = j-SIGCSE, volume = "32", number = "3", pages = "73--76", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343081", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper introduces three interactive packages for learning image compression algorithms. The first two packages, RLE and Quadtree, animate bitmap image compression algorithms, and the third package, JPEG, is a tutorial about the Joint Photographic Expert Group (JPEG) standard. The goal in designing and developing the packages was to provide instructors with tutorial and demonstration tools for teaching various interesting algorithms to students in CS1/CS2, Data Structures and Algorithms, Data Compression and Image Processing courses. The packages visualize image compression algorithms by displaying their different states of execution, using different colors to highlight the important areas, and providing textual explanations to help users understand the visualization. All three packages are interactive, platform-independent, and easy to use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klassner:2000:CWD, author = "Frank Klassner", title = "Can {Web} development courses avoid obsolescence?", journal = j-SIGCSE, volume = "32", number = "3", pages = "77--80", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343083", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Yes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2000:CEE, author = "David Ginat", title = "Colorful examples for elaborating exploration of regularities in high-school {CS1}", journal = j-SIGCSE, volume = "32", number = "3", pages = "81--84", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343085", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Exploration of regularities is a key element in problem analysis --- the primary stage of algorithm design. The recognition of regularities during problem analysis elicits underlying principles of the design. While university teachers are well aware of the significance of regularities, high-school computer science teachers often fail to appreciate it, and focus on technical details of program design and implementation. We believe that the elaboration of regularities in high-school computer science education enhances teachers' and students' scientific conception of computer science. In this paper we present an approach for elaborating the role of regularities. The elaboration is done by directing the students, at the primary stage of problem analysis, to look for problem characteristics from various angles, in different ways, and for diverse tasks. Our approach is based on colorful and attractive examples, which include challenging problems and games, often with physical objects. Such examples enrich the students' intuition, and leave a long-term imprint.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weber-Wulff:2000:CCW, author = "Debora Weber-Wulff", title = "Combating the code warrior: a different sort of programming instruction", journal = j-SIGCSE, volume = "32", number = "3", pages = "85--88", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343088", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many CS101 courses purport to teach object-oriented programming, but many seem to be directly translated from traditional structured programming courses. Lynn Andrea Stein's ``Rethinking CS101'' program at MIT offers a radically different approach to teaching OO programming by concentrating on the interactive aspects of object-oriented systems. This approach has the added advantage that students who have previously learned ``programming'' must also relearn how to approach the problems involved in programming interactive systems. This paper reports on the author's use of this concept outside of MIT, with encouraging results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zeller:2000:MSR, author = "Andreas Zeller", title = "Making students read and review code", journal = j-SIGCSE, volume = "32", number = "3", pages = "89--92", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343090", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Praktomat system allows students to read, review, and assess each other's programs in order to improve quality and style. After a successful submission, the student can retrieve and review a program of some fellow student selected by Praktomat. After the review is complete, the student may obtain reviews and re-submit improved versions of his program. The reviewing process is independent of grading; the risk of plagiarism is narrowed by personalized assignments and automatic testing of submitted programs. In a survey, more than two thirds of the students affirmed that reading each other's programs improved their program quality; this is also confirmed by statistical data.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Greening:2000:SSF, author = "Tony Greening", title = "Students seen flocking in programming assignments", journal = j-SIGCSE, volume = "32", number = "3", pages = "93--96", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343091", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Programming assignments are typically constructed with great precision, in order to ensure that students traverse the important content areas in the unit. This paper makes a case for an ``ill-defined'', large programming task by presenting experiences with an assignment based on flocking behavior. Providing students meet the criteria that their artificial life forms clearly exhibit flocking behavior, they become responsible for defining the exact nature of the task. The success of this approach is partly measured by the ability of novice programmers who fully engage with the course material to produce spectacular results. The paper includes a discussion of the philosophical requirements for adopting such an approach within a programming unit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koppleman:2000:TPD, author = "Herman Koppleman and Charles P. A. G. van der Mast and Elisabeth M. A. G. van Dijk and Gerrit C. van der Veer", title = "Team projects in distance education: a case in {HCI} design", journal = j-SIGCSE, volume = "32", number = "3", pages = "97--100", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343092", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Until recently it was difficult to incorporate team projects in distance education. Nowadays, however, new technology is available which allows for distance teamwork. In this paper we will describe a project-oriented course on human-computer interaction. The course is meant for computer science students in distance education. A serious restriction is caused by the fact that the students study at home, where they usually only have a slow connection to Internet at their disposal. We will focus on the way we structured the course to make distance teamwork possible. Furthermore the tools we offered the students will be discussed. Finally, in the paper we will present the first experiences gained in a pilot project with 12 computer science students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pullen:2000:IBL, author = "J. Mark Pullen", title = "The {Internet}-based lecture: converging teaching and technology", journal = j-SIGCSE, volume = "32", number = "3", pages = "101--104", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343094", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Network-based distributed education is a reality today. At George Mason University, we have been pursuing a capability beyond the widespread practice of supporting courses with webpages: delivering lectures and seminars in real time, over the Internet. This paper describes the range of distributed education technologies available today, focusing on issues of instructor presentation, student participation, and temporal qualities of response to student questions. The analysis supports our selection of desktop audiographics for synchronous Internet-based course delivery. Courses that have been presented in this mode are described, along with factors influencing their success and factors in student participation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{vonWright:2000:DTS, author = "Joakim von Wright", title = "Distance tutorials in a systems design course", journal = j-SIGCSE, volume = "32", number = "3", pages = "105--107", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343123", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An experiment with distance technology in a second-year Object-Oriented Systems Design course is described. Video and computer conferencing were used in tutorial sessions where a teacher and a student group developed and discussed solutions (both textual and graphical) to systems design problems. The experiment is evaluated, both from a technical, an economic and an educational point of view.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosbottom:2000:GML, author = "John Rosbottom and Jonathan Crellin and Dave Fysh", title = "A generic model for on-line learning", journal = j-SIGCSE, volume = "32", number = "3", pages = "108--111", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343131", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a generic model for on-line learning which has been used to develop a course unit in Computer Science, and to evaluate a course unit in Economics. The model may be used to produce a template for on-line learning resources. Alternatively a template developed intuitively by an experienced teacher may be evaluated using the generic model. Using these approaches both the model and the template may be refined. We also study the use of the model and templates as ways of disseminating web-based on-line learning among colleagues in Economics and Computer Science departments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chalk:2000:ALS, author = "Peter Chalk", title = "Apprenticeship learning of software engineering using {Webworlds}", journal = j-SIGCSE, volume = "32", number = "3", pages = "112--115", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343132", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is an increasing use of the World Wide Web in the teaching of topics in computer science. Many examples involving animation have been reported and other modeling environments (or 'Webworlds'), such as diagramming tools, are emerging. The software engineering curriculum includes topics such as testing and design, which can be supported by graphical editors. This paper presents three examples of software produced to support learning in this area and a detailed analysis of the results of one pilot research study. Taken as a whole, the evidence is argued to support the case for apprenticeship learning and that the Web provides an opportunity to exploit this, if collaborative and other tools properly scaffold it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spalter:2000:IIC, author = "Anne Morgan Spalter and Rosemary Michelle Simpson", title = "Integrating interactive computer-based learning experiences into established curricula: a case study", journal = j-SIGCSE, volume = "32", number = "3", pages = "116--119", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343134", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Educators who wish to integrate interactive computer-based learning experiences into established courses must contend not only with the difficulty of creating quality digital content but with the often equally difficult challenge of reconfiguring their courses to use such materials. We describe our experiences with the Exploratories Project at Brown University [8] and the use of exploratories in an introductory computer graphics programming course [4]. We offer examples of both success and failure, with the goal of helping other educators avoid both painful mistakes and lost time spent coping with unforeseen logistical and pedagogical concerns. Among the lessons we learned: planning can't begin too early for the integration of such materials into an established curriculum, and all possible methods of integration should be considered before committing to any specific approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shang:2000:ATC, author = "Yi Shang and Hongchi Shi and Su-Shing Chen", title = "Agent technology in computer science and engineering curriculum", journal = j-SIGCSE, volume = "32", number = "3", pages = "120--123", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343137", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In recent years, agent technology has been used increasingly in information management and distributed computing. A CSE curriculum that cultivates the knowledge of agent technology will increase the likelihood that the next generation of IT professionals have the background needed to design and develop software systems that are scalable, reliable, adaptable, and secure. In this paper, we present the rationale and our practice in incorporating agent technology into the CSE curriculum. We develop agent-based teaching materials and software modules and apply them to existing CSE courses including artificial intelligence, parallel and distributed processing, networking, and software engineering. Promising results have been obtained in teaching two graduate level courses using agent components.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carr:2000:PCL, author = "Steve Carr and Ching-Kuang Shene", title = "A portable class library for teaching multithreaded programming", journal = j-SIGCSE, volume = "32", number = "3", pages = "124--127", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343138", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Last:2000:ISF, author = "Mary Z. Last and Mats Daniels and Vicki L. Almstrum and Carl Erickson and Bruce Klein", title = "An international student\slash faculty collaboration: the Runestone project", journal = j-SIGCSE, volume = "32", number = "3", pages = "128--131", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343140", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students of today need to be prepared to work in globally distributed organizations. Part of that preparation involves teaching students to work effectively in teams to solve problems. Students also must be able to work with individuals located at distant sites where there is no or very little face-to-face interaction. The Runestone project, an international collaboration between two universities, adds new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and technically challenging. Runestone is a three-year project funded by the Swedish Council for the Renewal of Undergraduate Education. A pilot study in 1998 was followed by a full-scale implementation in 1999 with another implementation ongoing in 2000.Each time this global cooperation project is run, both students and faculty learn important lessons in how to work with each other in a virtual environment. This paper discusses both student and faculty learning outcomes for Runestone 1999.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kelemen:2000:OCB, author = "Charles Kelemen and Allen Tucker and Peter Henderson and Owen Astrachan and Kim Bruce", title = "Has our curriculum become math-phobic? (an {American} perspective)", journal = j-SIGCSE, volume = "32", number = "3", pages = "132--135", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343143", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are concerned about a view in undergraduate computer science education, especially in the early courses, that it's okay to be math-phobic and still prepare oneself to become a computer scientist. Our view is the contrary: that any serious study of computer science requires students to achieve mathematical maturity (especially in discrete mathematics) early in their undergraduate studies, thus becoming well-prepared to integrate mathematical ideas, notations, and methodologies throughout their study of computer science. A major curricular implication of this theme is that the prerequisite expectations and conceptual level of the first discrete mathematics course should be the same as it is for the first calculus course --- secondary school pre-calculus and trigonometry. Ultimately, calculus, linear algebra, and statistics are also essential for computer science majors, but none should occur earlier than discrete mathematics. This paper explains our concerns and outlines our response as a series of examples and recommendations for future action.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wu:2000:EPN, author = "Congxin Wu and Bokan Zhang", title = "Embedding problem of noncompact fuzzy number space {E} {(II)}", journal = j-SIGCSE, volume = "32", number = "3", pages = "135--142", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343062", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davy:2000:SWB, author = "J. R. Davy and K. Audin and M. Barkham and C. Joyner", title = "Student well-being in a computing department", journal = j-SIGCSE, volume = "32", number = "3", pages = "136--139", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343145", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a project exploring the relationships between factors in the learning environment, student well-being and learning outcomes, in the context of a Computing department. A range of established psychometric tests identified areas of unhelpful stress in the working environment and measures were implemented to rectify these. A significant improvement in measured student well-being followed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maj:2000:CTT, author = "S. P. Maj and D. Veal and P. Charlesworth", title = "Is computer technology taught upside down?", journal = j-SIGCSE, volume = "32", number = "3", pages = "140--143", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343147", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There has been a continuing fragmentation of traditional computer science into other disciplines such as Multimedia, e-commerce, software engineering etc. In this context the standard computer technology curriculum designed for computer science students is in danger of becoming perceived as increasingly irrelevant --- both by students and employers. The authors review expectations of both students and employers, as determined by market analysis, and present the results of implementing one possible solution to providing an introductory computer technology curriculum suitable not only for students from other disciplines but also as a basis for Computer Science majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Odekirk:2000:TSC, author = "Elizabeth Odekirk and Dominic Jones and Peter Jensen", title = "Three semesters of {CSO} using {Java}: assignments and experiences", journal = j-SIGCSE, volume = "32", number = "3", pages = "144--147", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343148", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A CSO class with heavy lab emphasis was developed at the University of Utah in the summer of 1998. It has been taught three times by different instructors to students who were diverse in background, gender, and skill level. The culmination of these efforts is a set of original labs which can be divided into several chronological categories: a gentle introduction, computation and events, interaction and graphical user interfaces, algorithms, object-oriented programming, and Java specific issues. These labs encompassed several themes which guided the curriculum in all three semesters: creativity, visual and interactive methods, and breadth. This paper is a combined summary of these experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fagin:2000:UAB, author = "Barry Fagin", title = "Using {Ada}-based robotics to teach computer science", journal = j-SIGCSE, volume = "32", number = "3", pages = "148--151", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343150", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hosny:2000:IJB, author = "H. Hosny and O. Khaled and M. E. Fathalla", title = "{ILE}: a {Java}-based environment for {CS} courses", journal = j-SIGCSE, volume = "32", number = "3", pages = "152--155", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343152", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper provides an overview of the Interactive Lab Environment (ILE) project and a report on its current status and future directions. ILE is the framework of a customized interactive lab environment for computing concepts and courseware that we developed for our department using Java. In essence ILE is a well-managed, networked set of resources that offers its users a collection of tools. The most significant of these tools are the flexible routes through an interactive learning environment combining the presentation of course information and notes, executable examples of learning materials, visual tools for presenting new concepts that are otherwise hard to visualize, and a quick means of communication within the academic unit. In addition to the ILE framework itself and a few course material demos, two interactive components were developed and implemented thus far, both of which are visual tools but with differing degrees of abstraction and disclosure.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Raab:2000:PPT, author = "Jeff Raab and Richard Rasala and Viera K. Proulx", title = "Pedagogical power tools for teaching {Java}", journal = j-SIGCSE, volume = "32", number = "3", pages = "156--159", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343155", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a Java toolkit that is designed to support the creation of powerful and extensible GUI interfaces during the first year computer science course. The goals of this toolkit are to provide: $ \bullet $ an infrastructure for creating well designed programs that illustrates the concepts of computer science and its practical applications $ \bullet $ an environment for learning the basic ideas of interface design and for experimenting with a variety of designs $ \bullet $ a paradigm for building interfaces in Java that scales from individual data items to large structures, using recursively displayable container classes. Additionally, the toolkit classes themselves can be studied as examples of proper object oriented design, and of building event listeners.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Korhonen:2000:ASA, author = "Ari Korhonen and Lauri Malmi", title = "Algorithm simulation with automatic assessment", journal = j-SIGCSE, volume = "32", number = "3", pages = "160--163", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343157", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Visualization is a useful aid for understanding the working of algorithms. Therefore many interactive algorithm animation tools have been developed. However, students may misinterpret the visualization and therefore the correctness of their interpretation should be confirmed by tests supplemented with feedback. In this paper, a learning environment for data structures and algorithms is presented. The combination of algorithm animation and simulation with automatic assessment provides a way to give meaningful feedback to the students. Our experience shows that this combination is of great value for the students studying algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jackson:2000:SAA, author = "David Jackson", title = "A semi-automated approach to online assessment", journal = j-SIGCSE, volume = "32", number = "3", pages = "164--167", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343160", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Desirable though fully automated assessment of student programming assignments is, it is an area that is beset by difficulties. While it is not contested that some aspects of assessment can be performed much more efficiently and accurately by computer, there are many others that still require human involvement. We have therefore designed a system that combines the strengths of the two approaches, the assessment software calling upon the skills of the human tutor where necessary to make sensible judgements. The technique has been used successfully on a systems programming course for several years, and student feedback has been supportive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{English:2000:EAA, author = "John English and Phil Siviter", title = "Experience with an automatically assessed course", journal = j-SIGCSE, volume = "32", number = "3", pages = "168--171", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343161", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our experiences of developing and running an introductory module for first year Computing undergraduates. The 'Supporting Technologies' module is intended to equip students with basic computing skills that they will need for the rest of their course. A novel feature of the work discussed here is that several different automated assessment tools and techniques are integrated into a common framework sharing a common results database. This allows a wide range of different assessment formats within the same module framework.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Greening:2000:CDD, author = "Tony Greening and Glenn Stevens and David Stratton", title = "A case for data-driven testing", journal = j-SIGCSE, volume = "32", number = "3", pages = "172--175", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343163", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a novel approach to the on-line assessment of large groups of students, in which it may be desirable to maintain common questions between the groups. It is clear from the literature that computer based assessment has the potential to dramatically reduce the effort involved in testing and marking however problems arise where the cohort of students is larger than the number of available computers. However, the opposite situation is often true in practice, due to the perceived need to design multiple tests. The solution described here uses a small computer laboratory (20 machines) to administer a test to a series of groups of students in existing lab sessions. Each group receives the same set of questions but the data to which the questions apply, and hence the test answers, vary from group to group. The data from tests that have been applied to students is analysed to determine whether discussions with early candidates have influenced the performance of students in later testing sessions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sutinen:2000:FCP, author = "Erkki Sutinen", title = "Future challenges in program visualization (panel session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "176--177", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343165", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As an interdisciplinary topic, program visualization research needs a comprehensive approach, in order to be useful for college education and research, as well as software engineering. This main challenge consists of several aspects, like developing efficient visualization techniques, composing attractive pilot environments, analyzing visualizations from the cognitive point of view, creating functional taxonomies to compare various environments, supporting teamwork in algorithm design and programming, and designing field testing methods to evaluate a given visualization environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klein:2000:TII, author = "Bruce J. Klein and Mats Daniels and Dianne Hagan and Anders Berglund and Annegret Goold and Mary Last and Tony Clear and Erkki Sutinen", title = "Teaching inter-institutional courses (panel session): sharing challenges and resources", journal = j-SIGCSE, volume = "32", number = "3", pages = "178--179", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343166", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyle:2000:DIT, author = "Robert Boyle", title = "Do it themselves", journal = j-SIGCSE, volume = "32", number = "3", pages = "180--180", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343169", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ellis:2000:TMD, author = "Ainslie Ellis", title = "Toolbook multimedia demonstrations for {Java} programming", journal = j-SIGCSE, volume = "32", number = "3", pages = "181--181", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343174", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a set of multimedia demonstrations built to facilitate the learning of introductory Java programming. They provide demonstrations of complex processes and concepts that are difficult, if not impossible, to present using more traditional media used in lectures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gerhardt-Powals:2000:GLN, author = "Jill Gerhardt-Powals", title = "Have a great lab without needing roller skates", journal = j-SIGCSE, volume = "32", number = "3", pages = "182--182", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343175", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hobbs:2000:EGL, author = "Mike Hobbs", title = "Email groups for learning and assessment", journal = j-SIGCSE, volume = "32", number = "3", pages = "183--183", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343177", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holliday:2000:KBS, author = "Mark A. Holliday", title = "A kernel-based synchronization assignment for the operating systems course", journal = j-SIGCSE, volume = "32", number = "3", pages = "184--184", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343180", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2000:AVU, author = "Jay Martin Anderson", title = "Algorithm visualization using {QuickTime} movies for student interaction (poster session).: algorithms from computational geometry", journal = j-SIGCSE, volume = "32", number = "3", pages = "185--185", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343182", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barros:2000:VAC, author = "Jo{\~a}o Paulo Barros and Rui Pais", title = "A versatile assignment in {CS} 2 (poster session): a file compression utility based on the {Huffman} code", journal = j-SIGCSE, volume = "32", number = "3", pages = "185--185", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343183", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bland:2000:APL, author = "Constance G. Bland and Pamela B. Lawhead", title = "Agents, profiles, learning styles and tutors (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "185--185", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343184", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burgos:2000:ASD, author = "J. M. Burgos and J. Galve and J. Garc{\'\i}a and J. J. Moreno and S. Mu{\~n}oz and D. Vill{\'e}n", title = "Abstract solution design by specification refinement", journal = j-SIGCSE, volume = "32", number = "3", pages = "186--186", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343186", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carter:2000:WSS, author = "Janet Carter", title = "What the students said about plagiarism", journal = j-SIGCSE, volume = "32", number = "3", pages = "186--186", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343188", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chang:2000:DLP, author = "Chih-Kai Chang", title = "Discovering learning patterns from {Web} logs by concept transformation analysis (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "186--187", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343204", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chong:2000:MMC, author = "Ng S. T. Chong and Masao Sakauchi", title = "A multi-modal chat for coordinated interaction (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "187--187", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343205", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davidovic:2000:SEB, author = "Alex Davidovic and James Warren and Elena Tricina", title = "Structural example-based adaptive tutoring system (poster session) {(SEATS)}", journal = j-SIGCSE, volume = "32", number = "3", pages = "187--187", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343208", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Delgado:2000:EKE, author = "Gladys Garc{\'\i}a Delgado", title = "Ethical knowledge for an electronic era (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "187--188", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343210", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eremin:2000:SSL, author = "Evgeny Eremin", title = "Software system to learn objects (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "188--188", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343212", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goold:2000:UBC, author = "Annegret Goold and Russell Rimmer", title = "Undergraduates in business computing and computer science (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "188--188", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343214", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hagan:2000:UBT, author = "Dianne Hagan", title = "Using {BlueJ} to teach {Java} (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "188--189", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343216", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kajaval:2000:PGI, author = "Jorma Kajaval and Rauno Varonen", title = "The professional growth of {ICT} experts through progressive sandwich training (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "189--189", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343218", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koldehofe:2000:LPS, author = "Boris Koldehofe and Marina Papatriantafilou and Philippas Tsigas", title = "{LYDIAN} (poster session): an extensible educational animation environment for distributed algorithms", journal = j-SIGCSE, volume = "32", number = "3", pages = "189--189", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343220", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kosa:2000:DAD, author = "Martha J. Kosa", title = "Distributed algorithms in the discrete mathematics course (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "189--190", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343222", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Manne:2000:CCP, author = "Fredrik Manne", title = "Competing in computing (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "190--190", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343223", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mento:2000:IMT, author = "Barbara Mento and Donna Tupper and Kathleen Harmeyer and Sylvia Sorkin", title = "{Internet} and multimedia technology curriculum development (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "190--191", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343225", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Odekirk:2000:ASP, author = "Elizabeth Odekirk", title = "Analyzing student programs (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "191--191", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343226", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2000:TPS, author = "Guido R{\"o}{\ss}ling and Bernd Freisleben", title = "{TOPKAPI} (poster session): a tool for performing knowledge tests over the {WWW}", journal = j-SIGCSE, volume = "32", number = "3", pages = "191--191", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343227", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Satrazemi:2000:TEE, author = "M. Satrazemi and V. Dajdiielis", title = "Telemachus an effective electronic marker of students' programming assignments (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "191--192", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343231", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Scanlan:2000:SPM, author = "David A. Scanlan", title = "Student preference for multimedia-based lectures (poster session): a preliminary report", journal = j-SIGCSE, volume = "32", number = "3", pages = "192--192", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343232", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2000:SDS, author = "Judy Sheard and Margot Postema and Selby Markham", title = "Subject differences in student attitudes to paper-based and {Web}-based resources (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "192--193", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343235", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shene:2000:CGU, author = "Ching-Kuang Shene and John Lowther", title = "Computing with geometry as an undergraduate course (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "193--193", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343237", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shene:2000:DPS, author = "Ching-Kuang Shene and John Lowther", title = "{DesignMentor} (poster session): a pedagogical tool for graphics and computer-aided design", journal = j-SIGCSE, volume = "32", number = "3", pages = "193--193", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343239", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shin:2000:PTL, author = "Soo-Bum Shin and In-Hwan Yoo and Chul-Hyun Lee and Tae-Wuk Lee", title = "Plan of teaching \& learning for database software through situated learning (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "193--194", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343241", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sooriamurthi:2000:URT, author = "Raja Sooriamurthi", title = "Using recursion as a tool to reinforce functional abstraction (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "194--194", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343243", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stratton:2000:NPS, author = "David Stratton", title = "``Network protocols and services'': a non-specialist approach to teaching networking (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "194--194", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343245", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Terada:2000:PPS, author = "Minoru Terada", title = "Program paper-slide-show (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "194--195", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343246", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thompson:2000:LPM, author = "Errol Thompson", title = "Learning process maturity (poster session)", journal = j-SIGCSE, volume = "32", number = "3", pages = "195--195", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343244", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yoo:2000:PSD, author = "In-Hwan Yoo and Soo-Bum Shin and Chul-Hyun Lee and Tae-Wuk Lee", title = "Present status and direction of information curriculum of {Korea}", journal = j-SIGCSE, volume = "32", number = "3", pages = "195--195", month = sep, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/353519.343249", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:43 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2000:DWT, author = "Michael R. Williams", title = "Do we teach computer science as religion or as history?", journal = j-SIGCSE, volume = "32", number = "4", pages = "4--5", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369300", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2000:BUW, author = "Don Gotterbarn", title = "On being a {UCITArian}: winning the race to the bottom", journal = j-SIGCSE, volume = "32", number = "4", pages = "6--7", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369302", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2000:MDS, author = "C. Dianne Martin", title = "More on the ``dark side'' of computing", journal = j-SIGCSE, volume = "32", number = "4", pages = "8--9", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369303", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2000:HCS, author = "John A. N. Lee", title = "History in computer science education: across the curriculum initiatives", journal = j-SIGCSE, volume = "32", number = "4", pages = "9--10", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369304", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2000:CVC, author = "Tony Clear", title = "Competition versus cooperation: models for computer education?", journal = j-SIGCSE, volume = "32", number = "4", pages = "11--12", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369305", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2000:CAV, author = "John T. Gorgone", title = "{CSAB} authorizes visits to test {IS\slash IT} proposed accreditation criteria", journal = j-SIGCSE, volume = "32", number = "4", pages = "13--14", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369307", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2000:CSE, author = "Ren{\'e}e McCauley", title = "Computer science education links --- what next?", journal = j-SIGCSE, volume = "32", number = "4", pages = "14--15", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369309", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knox:2000:PPI, author = "Deborah L. Knox", title = "A preview of the premier issue of {JERIC}", journal = j-SIGCSE, volume = "32", number = "4", pages = "15--16", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369310", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2000:BFT, author = "Henry M. Walker", title = "Balancing the forest and the trees in courses", journal = j-SIGCSE, volume = "32", number = "4", pages = "17--18", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369311", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gersting:2000:EEIb, author = "Judith L. Gersting and Frank H. Young", title = "Experiences with ethical issues: part 2", journal = j-SIGCSE, volume = "32", number = "4", pages = "18--19", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369312", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2000:PC, author = "David Ginat", title = "Placement calculations", journal = j-SIGCSE, volume = "32", number = "4", pages = "20--21", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369313", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shaffer:2000:IBD, author = "Dale Shaffer", title = "{Internet}-based distance learning: a multi-continental perspective", journal = j-SIGCSE, volume = "32", number = "4", pages = "22--23", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369314", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pijls:2000:LLP, author = "Wim Pijls", title = "{LR} and {LL} parsing: some new points of view", journal = j-SIGCSE, volume = "32", number = "4", pages = "24--27", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369315", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The two best known parsing algorithms are LR and LL parsing respectively. These algorithms are explained extensively in the vast literature on compiler construction and formal language theory. In almost any textbook, LR and LL are regarded as two distinct methods. In this paper we will show that there exists a clear relationship between those methods, putting them into one framework. To our experience, such a framework is very useful from a didactic point of view. Moreover, the relationship between LR and LL provides a deeper insight into each separate method.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Olagunju:2000:RSD, author = "Amos O. Olagunju", title = "The role of scientific discovery in teaching and learning of computer science", journal = j-SIGCSE, volume = "32", number = "4", pages = "28--31", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369316", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The importance of the roles of mathematics and engineering in the use of computers for solving real world problems cannot be over emphasized. This paper advocates the engagement of professors with diversified experiences of the applications of computers in the real world in teaching lower level computer science courses such as experiments designed to characterize Fibonacci and higher order similar sequences. With the goal of illustrating how scientific discovery experiments are designed, the paper shows certain connections between different areas of mathematics and computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Siltaneva:2000:NED, author = "Jarmo Siltaneva and Erkki M{\"a}kinen", title = "A note on the expected distribution of degrees in random binary trees", journal = j-SIGCSE, volume = "32", number = "4", pages = "32--33", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369317", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We derive the expected numbers of nodes with 0, 1, and 2 children in random binary trees by using only elementary methods and concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Al-Salman:2000:CSE, author = "Abdulmalik S. Al-Salman and Jacob Adeniyi", title = "Computer science education in a {Saudi Arabian} university: a comparative study of its {B.Sc.} program", journal = j-SIGCSE, volume = "32", number = "4", pages = "34--39", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369318", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The computer science curriculum at a university in the Kingdom of Saudi Arabia is described and then compared to with the CSAC/ABET accreditation criteria. The comparison is needed to determine the relevance of the curriculum in view of the dynamism and perturbations arising from the reality of the real world and CSAC/ABET criteria. The curriculum emphasizes breadth and depth in the main areas of computer science education and makes systems and systems development as its main subject area of expertise. The policy to adopt breadth and depth was based on the fact that Saudi Arabia is a young and rapidly developing country and computer science education in the country is at its infancy. The pre-college curriculum in the kingdom is lacking in computer science. In addition, computer science is a rapidly developing field. The graduates from this program were expected to be pioneering professionals in the emerging market of computer employment in the kingdom. The curriculum attempts to serve as a catalyst, providing a platform for discussion, which hopefully will result into a feedback to us. We also hope that the curriculum will serve as a guidance to third world countries which are in the same circumstances with limited capabilities and resources who may want to address the critical issues involved in computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Matos:2000:RRA, author = "Victor Matos and Rebecca Grasser", title = "{RELAX} --- the relational algebra pocket calculator project", journal = j-SIGCSE, volume = "32", number = "4", pages = "40--44", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369320", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Database courses benefit from the abundance of commercial SQL systems available today. Unfortunately, the same cannot be said about the relational algebra query language. This article considers a lab experience to integrate the learning of these two important topics. In the process of implementing the project, the student acquires practical knowledge in areas such as database programming, parsing and compiling, dynamic SQL code generation, object linking and embedding technologies (OLE), and problem solving skills using the framework of relational algebra. This activity is applied to a traditional second semester database theory course and appears to be very beneficial to the student.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reese:2000:UMG, author = "Donna S. Reese", title = "Using multiplayer games to teach interprocess communication mechanisms", journal = j-SIGCSE, volume = "32", number = "4", pages = "45--47", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369321", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An advanced operating system (OS) course teaches students how the OS mechanisms that they have learned in OS I are implemented. Solaris and Windows NT are used to illustrate these implementations. This course covers the major aspects of OS functionality and addresses both OS design issues and user level programming issues. The area of inter-process communication is not conceptually difficult for students to grasp, but the actual implementation and use of these concepts requires some practice. For the past three years, the author has experimented with the use of multi-player games as a mechanism for teaching students these programming constructs. This paper reports on these experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pareja-Flores:2000:LVC, author = "Crist{\'o}bal Pareja-Flores and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Local versus comprehensive assignments: two complementary approaches", journal = j-SIGCSE, volume = "32", number = "4", pages = "48--51", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369322", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Two complementary classes of assignments, local and comprehensive, are advocated with different goals and features. The aim of describing both classes of assignments provides guidance to teachers in their design. Local assignments ideally provide an in-depth coverage of only one concept, whereas global ones ideally provide a breadth coverage of most of the concepts studied in a period of time. Both classes of assignments are illustrated with two motivating programming examples: ``rolling dice'' and ``lights out,'' respectively.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jacobson:2000:UCE, author = "Norman Jacobson", title = "Using on-computer exams to ensure beginning students' programming competency", journal = j-SIGCSE, volume = "32", number = "4", pages = "53--56", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369324", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The first programming course at UC Irvine has traditionally used graded programming assignments to assess students' programming competence and readiness to undertake the programming required in the next course. Problems with this approach led to replacing the assignments with on-computer programming exams. Several improvements in the course and its ability to reliably meet its goals have resulted.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grissom:2000:PFI, author = "Scott Grissom", title = "A pedagogical framework for introducing {Java I/O} in {CS1}", journal = j-SIGCSE, volume = "32", number = "4", pages = "57--59", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369326", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The role of Java for teaching CS1 has received considerable attention. A common concern of many educators is that the Java I/O paradigm is too challenging for novice programmers and that significant time must be devoted to the subject. This additional time may take away from the traditional CS1 content. Four strategies for teaching Java I/O in CS1 are reviewed herein. Text-based versus GUI-based applications represent the two extremes. Advantages and disadvantages are provided for each approach. A description of preliminary work to develop a Java package that makes implementing GUI applications simple is given, with the objective of preparing students for the eventual transition to the Java AWT.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Baldwin:2000:STU, author = "Doug Baldwin", title = "Some thoughts on undergraduate teaching and the {Ph.D}.", journal = j-SIGCSE, volume = "32", number = "4", pages = "60--62", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369327", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As the hiring crisis in academic computer science worsens, many people ask whether faculty whose primary job is teaching need doctorates. In the past, the answer would have been ``yes;'' now people increasingly suggest that it could be ``no.'' I have argued in my own department for hiring only faculty with doctorates, because, while the doctorate does not directly train people to teach, it does seem to correlate with many characteristics of a good educator. This paper explores the thinking underlying my view, in hopes that it may help others clarify the needs and reasoning behind their own faculty searches.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tymann:2000:MSD, author = "Paul T. Tymann and G. Michael Schneider", title = "Modern software development concepts: a new philosophy for {CS2}", journal = j-SIGCSE, volume = "32", number = "4", pages = "63--65", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369329", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we propose a significantly different approach to CS2, the second course in the undergraduate computer science curriculum. Rather than a central focus on the design and implementation of data structures, we propose that the central focus be on modern software development concepts such as object-oriented design, exceptions, GUIs, graphics, collection classes, threads, and networking. We believe that these are the important concepts that students should be exposed to and should use in the second computer science course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bosse:2000:RWP, author = "Michael J. Boss{\'e} and N. R. Nandakumar", title = "Real-world problem-solving, pedagogy, and efficient programming algorithms in computer education", journal = j-SIGCSE, volume = "32", number = "4", pages = "66--69", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369332", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Modern research and curricular reforms equate pedagogical soundness with the connection of instructional content with real-world problems. Software engineers facing real-world computer problems are continually concerned with the efficiency of the program that they write. Divorcing programming concerns from efficiency unsatisfactorily presents the responsibilities and full concerns of computer programmers. Therefore, when programming tasks are simplified to avoid concerns for efficiency, the assignments become antiseptic, lose the nature of real-world problems, and become inconsistent with the true nature of computer programming concerns. This brief investigation considers real-world problems, pedagogy within computer programming education, and the often-missed consideration of efficiency within instructional computer programming assignments. If-then-else algorithms are compared with algorithms using arrays in light of programming efficiency and pedagogy in computer education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamza:2000:CPC, author = "M. Khalid Hamza and Bassem Alhalabi and David M. Marcovitz", title = "Creative pedagogy for computer learning: eight effective tactics", journal = j-SIGCSE, volume = "32", number = "4", pages = "70--73", month = dec, year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/369295.369335", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:45 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Do your students seem uninterested in learning about computing? Do they complain that the subject matter has no relevant application to the ``real world''? Do they appear baffled, bored, and inattentive? Your mission as a creative facilitator is not to assign a grade; your mission is to educate students to think, learn, and make new connections they never thought possible. A teacher's guidance, constructive feedback, and facilitated instruction should pave the way for students to meaningfully bridge prior knowledge with new knowledge. In this article, the authors suggest eight essential tactics on how teachers might teach creatively, particularly with respect to computing curricula, while they enjoy the teaching and learning processes and reap the pleasures of getting students to think creatively and productively in a complex information world.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2001:OM, author = "Eric Roberts", title = "An overview of {MiniJava}", journal = j-SIGCSE, volume = "33", number = "1", pages = "1--5", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364525", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the implementation of MiniJava, a teaching-oriented programming language closely based on the Java language developed by Sun Microsystems [6]. The core of the MiniJava environment is a restricted subset of the standard Java release and is designed to reduce the intimidation factor introductory students experience when they encounter a system as large as the Java environment. The paper outlines the particular restrictions and extensions that define MiniJava along with pedagogical justifications for each.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce:2001:LSG, author = "Kim B. Bruce and Andrea Danyluk and Thomas Murtagh", title = "A library to support a graphics-based object-first approach to {CS 1}", journal = j-SIGCSE, volume = "33", number = "1", pages = "6--10", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364527", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe a library we have developed that supports an ``OO-from-the-beginning'' approach to CS 1. The use of real graphics ``objects'' and event-driven programming are important components of our approach. The design of interactive graphical programs helps students to both use objects and write methods early while designing and implementing interesting programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koffman:2001:SJP, author = "Elliot Koffman and Ursula Wolz", title = "A simple {Java} package for {GUI}-like interactivity", journal = j-SIGCSE, volume = "33", number = "1", pages = "11--15", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364528", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses the motivation for a simple package designed to incorporate user interactivity into a first course in computer science. The package enables novice programmers to build programs with GUI-like interactivity while maintaining good design principles. An advantage of this package is that it is easy to implement using the Swing class. Therefore, it can be used as a case study to illustrate Java features.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buck:2001:JCS, author = "Duane Buck and David J. Stucki", title = "{JKarelRobot}: a case study in supporting levels of cognitive development in the computer science curriculum", journal = j-SIGCSE, volume = "33", number = "1", pages = "16--20", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364529", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We introduce a new software tool, JKarelRobot, for supporting an Inside/Out pedagogy in introductory programming courses. Extending the original conception of ``Karel the Robot'', with Bloom's Taxonomy of Educational Objectives as a guiding principle, we have provided a mechanism for designing exercises that are cognitively appropriate to the developmental levels of our students. JKarelRobot is platform independent (written in Java) and language/paradigm independent, supporting Pascal, Java, and Lisp style environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2001:MIA, author = "David Ginat", title = "Misleading intuition in algorithmic problem solving", journal = j-SIGCSE, volume = "33", number = "1", pages = "21--25", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364530", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a study of misleading intuition in the domain of algorithmic problem solving. I noticed incorrect intuitive solutions to challenging algorithmic problems and interviewed students on their solutions. The students arrived at an erroneous conviction rather rapidly and demonstrated overconfidence and reinforcement of their incorrect ideas when presented with new evidence. I present two colorful and unfamiliar algorithmic challenges posed to the students, describe and discuss my experience, and offer some suggestions for reducing the effect of misleading intuition.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bucci:2001:DWR, author = "Paolo Bucci and Timothy J. Long and Bruce W. Weide", title = "Do we really teach abstraction?", journal = j-SIGCSE, volume = "33", number = "1", pages = "26--30", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364531", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Abstraction is one of the cornerstones of software development and is recognized as a fundamental and essential principle to be taught as early as CS1/CS2. Abstraction supposedly can enhance students' ability to reason and think. Yet we often hear complaints about the inability of CS undergraduates to do that. Do we supply students with the tools they need to reach their potential to think carefully and to reason rigorously about software behavior? Typically we do not, but as educators there are techniques we can use to help our students develop such skills starting in CS1/CS2.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mitchener:2001:CRA, author = "W. Garrett Mitchener and Amin Vahdat", title = "A chat room assignment for teaching network security", journal = j-SIGCSE, volume = "33", number = "1", pages = "31--35", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364532", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a chat room application suitable for teaching basic network programming and security protocols. A client/server design illustrates the structure of current scalable network services while a multicast version demonstrates the need for efficient simultaneous distribution of network content to multiple receivers (e.g., as required by video broadcasts). The system also includes implementations of two security protocols, one similar to Kerberos and another based on public key encryption.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hill:2001:UIN, author = "John M. D. Hill and Curtis A. {Carver, Jr.} and Jeffrey W. Humphries and Udo W. Pooch", title = "Using an isolated network laboratory to teach advanced networks and security", journal = j-SIGCSE, volume = "33", number = "1", pages = "36--40", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364533", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses the use of an isolated network laboratory to teach computer security using persistent cooperative groups and an active learning approach. Computer security and computer security education are areas of increasing importance as computer systems become more interconnected. When offered, undergraduate and graduate computer security courses are routinely taught using a traditional lecture format. If the course includes a class project, the class project is limited in scope and constitutes a relatively small portion of the student's grade. This paper examines a different approach in which the class project is the dominant factor in the student's grade. The students work in persistent cooperative teams as either a black or gold team. Black teams attempt to break into other black team computers or attack the gold team. The gold team operates Windows NT, LINUX, and Solaris-based servers and attempts to defend their servers and role-play system administrators. The entire exercise takes place in an isolated lab so as to separate student class activities from the rest of the departmental intranet. Four years of experience running the class with this format suggests that the use of persistent cooperative groups and active learning are effective approaches for teaching network security and are preferred over a lecture-based course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Janzen:2001:ROR, author = "David Janzen", title = "From {RS}-232 to object request brokers: incremental object-oriented networking projects", journal = j-SIGCSE, volume = "33", number = "1", pages = "41--44", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364534", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Selecting an appropriate set of laboratory experiences and projects for a Data Communications and Computer Networks course can be difficult due to the broad and deep nature of the topics. Emphasis may be placed on many networking aspects including design, evaluation, efficiency, security, protocols, tools, and applications. This paper presents a set of projects that attempt to integrate software engineering and systems administration topics. The projects emphasize network application programming. Particular attention will be given to a sequence of incremental projects using an object-oriented approach including the use of the Unified Modeling Language (UML) and a design pattern.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2001:JTV, author = "Joseph A. Turner and Joseph L. Zachary", title = "{Javiva}: a tool for visualizing and validating student-written {Java} programs", journal = j-SIGCSE, volume = "33", number = "1", pages = "45--49", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364535", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The ability to think abstractly about the components of a computer program is critical for computer science students. A student who has not yet developed this ability tends to view a program as an unstructured collection of statements and expressions. Introductory computer science textbooks promote the use of pre-conditions, post-conditions, and abstraction functions as techniques for fostering abstract thinking. Existing programming languages and tools, however, do not generally support these techniques. Consequently, we have built and are beginning to experiment with Javiva. Javiva extracts pre-conditions, post-conditions, and abstraction functions---included as stylized comments in Java source files---and uses them to create instrumented class files. When these instrumented class files are run, they automatically diagnose and report violations by methods of pre- and post-conditions. These classes also exploit abstraction functions to automatically produce abstract visualizations of their objects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Becker:2001:TCK, author = "Byron Weber Becker", title = "Teaching {CS1} with {Karel} the robot in {Java}", journal = j-SIGCSE, volume = "33", number = "1", pages = "50--54", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364536", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most current Java textbooks for CS1 (and thus most current courses) begin either with fundamentals from the procedural paradigm (assignment, iteration, selection) or with a brief introduction to using objects followed quickly with writing objects. We have found a third way to be most satisfying for both teachers and students: using interesting predefined classes to introduce the fundamentals of object-oriented programming (object instantiation, method calls, inheritance) followed quickly by the traditional fundamentals of iteration and selection, also taught using the same predefined classes. Karel the Robot, developed by Richard Pattis [6] and well-known to many computer science educators, has aged gracefully and is a vital part of our CS1 curriculum. This paper explains how Karel may be used and the advantages of doing so.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Odekirk-Hash:2001:AFP, author = "Elizabeth Odekirk-Hash and Joseph L. Zachary", title = "Automated feedback on programs means students need less help from teachers", journal = j-SIGCSE, volume = "33", number = "1", pages = "55--59", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364537", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many educators believe that the most effective means of teaching is through one-on-one interactions with students. It is not surprising, then, that an effective way to teach programming is to give students immediate feedback on programs that they have just written. Unfortunately, such one-on-one teaching scenarios are becoming increasingly difficult to arrange. We built InSTEP, an online tutoring system for beginning C programmers, to see whether an automated system could provide effective immediate feedback to beginning programming students. In an introductory programming course, we compared two groups of students. One group solved six programming problems with feedback from InSTEP; the second group solved the same six problems without feedback from InSTEP; both groups had access to feedback from teaching assistants. While both groups of students took about the same amount of time to complete the problems and performed about the same on a subsequent test, the students who received feedback from InSTEP spent less than a third of the time asking the teaching assistants questions than did the others.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Diehl:2001:LE, author = "Stephan Diehl and Andreas Kerren", title = "Levels of exploration", journal = j-SIGCSE, volume = "33", number = "1", pages = "60--64", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364538", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Visualization of computational models is at the heart of educational software for computer science and related fields. In this paper we look at how generation of such visualizations and the visualization of the generation process itself increase exploration. Four approaches of increased exploration in formal language theory and compiler design are introduced and for each approach we discuss an educational system which implements it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boroni:2001:ESA, author = "Christopher M. Boroni and Frances W. Goosey and Michael T. Grinder and Rockford J. Ross", title = "Engaging students with active learning resources: hypertextbooks for the {Web}", journal = j-SIGCSE, volume = "33", number = "1", pages = "65--69", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364539", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2001:AES, author = "Guido R{\"o}{\ss}ling and Bernd Freisleben", title = "{AnimalScript}: an extensible scripting language for algorithm animation", journal = j-SIGCSE, volume = "33", number = "1", pages = "70--74", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364541", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present the AnimalScript visualization language. This scripting language uses the flexibility of the Animal system and provides many additional new graphic primitives and animation effects that go beyond the traditional Animal GUI features. AnimalScript can easily be configured by changing the content of a registration file. Users may also have multiple registration files, as AnimalScript will always use the first registration file it finds. AnimalScript can easily be extended with additional features without needing to read, let alone change, any existing code.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zimmerman:2001:WWC, author = "Guy W. Zimmerman and Dena E. Eber", title = "When worlds collide!: an interdisciplinary course in virtual-reality art", journal = j-SIGCSE, volume = "33", number = "1", pages = "75--79", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364545", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of virtual reality technologies as a medium for artistic expression requires the combined talents of artists and computer scientists working in concert. We created a course to bring together students and faculty from these two diverse worlds, both to create artistic virtual environments and to foster skills needed to work on interdisciplinary teams. This paper describes this course, the art works created and discuses some of the issues that arise when such worlds collide.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marks:2001:TACb, author = "Joe W. Marks and William T. Freeman and Henry H. Leitner", editor = "Henry MacKay Walker and Ren{\'e}e A. McCauley and Judith L. Gersting and Ingrid Russell", title = "Teaching Applied Computing without Programming: a Case-Based Introductory Course for General Education", journal = j-SIGCSE, volume = "33", number = "1", institution = "Mitsubishi Electric Research Laboratories", pages = "80--84", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/364447.364547", ISBN = "1-58113-329-4", ISBN-13 = "978-1-58113-329-5", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2001.html#MarksFL01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "''Teaching Applied Computing without Programming: A Case-Based Introductory Course for General Education'', ACM Technical Symposium on Computer Science Education (SIGCSE), ISBN: 1-58113-329-4, Vol 33, Issue 1, pages 80--84, February 2001, Proc ACM Press (http://portal.acm.org/citation.cfm?id=364547\&coll=ACM\&dl=ACM\&CFID=3033011\&CFTOKEN=83234373), Contact: Joe Marks (www.merl.com/people/marks/), William Freeman (www.merl.com/people/freeman/)", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/MERL.bib", abstract = "We introduce general-education students to key ideas in applied computing through case studies from computer graphics, computer animation, image processing, computer vision, information retrieval, and artificial intelligence. Each case study consists of two lectures: one an intuitive exposition of relevant computer-science concepts, and the other a hands-on introduction to a working system that embodies these concepts. Students use these systems to perform design and problem-solving tasks, thereby reinforcing the abstract concepts presented. Computer programming is neither required nor taught. The course has been offered for two years at the Harvard University Extension School, and has achieved high ratings in student surveys.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2001:TNO, author = "D. Robert Adams and Carl Erickson", title = "Teaching networking and operating systems to information systems majors", journal = j-SIGCSE, volume = "33", number = "1", pages = "85--89", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364548", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching networking and operating systems to information systems majors presents many challenges. Operating systems and networking tend to be taught in one of two ways. Either the material is non-technical, directed more toward the business information systems major, or the material is overly technical, equivalent of teaching a traditional computer science course. We have developed a model for teaching networking and operating systems to information systems majors that bridges that gap. The material is taught in the context of network administration, a topic well-suited to information systems majors. This paper describes our model, the curriculum we use, and the experience of students and faculty.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bryant:2001:ICS, author = "Randal E. Bryant and David R. O'Hallaron", title = "Introducing computer systems from a programmer's perspective", journal = j-SIGCSE, volume = "33", number = "1", pages = "90--94", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364549", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The course ``Introduction to Computer Systems'' at Carnegie Mellon University presents the underlying principles by which programs are executed on a computer. It provides broad coverage of processor operation, compilers, operating systems, and networking. Whereas most systems courses present material from the perspective of one who designs or implements part of the system, our course presents the view visible to application programmers. Students learn that, by understanding aspects of the underlying system, they can make their programs faster and more reliable. This approach provides immediate benefits for all computer science and engineering students and also prepares them for more advanced systems courses. We have taught our course for five semesters with enthusiastic responses by the students, the instructors, and the instructors of subsequent systems courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolz:2001:TDP, author = "Ursula Wolz", title = "Teaching design and project management with {Lego RCX} robots", journal = j-SIGCSE, volume = "33", number = "1", pages = "95--99", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364551", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In traditional CS 1 classes students may not develop an appreciation for the planning process in software development. Current IDEs provide such immediate feedback that students can complete courses without an appreciation for the need to plan in advance and design thoughtfully. The course unit described here took time out from a Java-based CS 1 course to give students practical experience in programming a small robot in a highly restricted setting. Outcomes are described in detail. They are based on instructor's notes, and on analysis of both videotaped student demonstrations and student summative essays.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reed:2001:RCJ, author = "David Reed", title = "Rethinking {CS0} with {JavaScript}", journal = j-SIGCSE, volume = "33", number = "1", pages = "100--104", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364552", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional approaches to CS0 have emphasized either breadth, through an overview of computer science, or depth, through intensive programming. This paper describes an alternative teaching method that strikes a balance between these two approaches through the use of JavaScript and the World Wide Web. By taking advantage of JavaScript's simplicity and natural Web-based interfaces, the CS0 course described here is able to maintain a strong emphasis on programming and problem-solving, integrate programming skills with Web technology, and still provide reasonable breadth on general computer science topics. This balance between depth and breadth makes the course attractive to both non-majors and majors alike, providing a broad perspective of the field as well as a foundation for continuing studies in computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harlan:2001:KRK, author = "Robert M. Harlan and David B. Levine and Shelley McClarigan", title = "The {Khepera} robot and the {kRobot} class: a platform for introducing robotics in the undergraduate curriculum", journal = j-SIGCSE, volume = "33", number = "1", pages = "105--109", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364553", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We discuss a class interface for the Khepera robot that makes the robot an excellent platform for undergraduate robotics courses and robot-based lab exercises in other courses. The interface hides low-level robot-computer communication and permits the building of derived classes that encapsulate related base behaviors relevant for higher-order tasks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Merzbacher:2001:OAI, author = "Matthew Merzbacher", title = "Open artificial intelligence --- one course for all", journal = j-SIGCSE, volume = "33", number = "1", pages = "110--113", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364554", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Upper-division courses contain some of the most attractive topics in computer science, such as artificial intelligence (AI). Unfortunately, layers of prerequisites restrict AI to advanced computer science students and a separate course for non-majors is not always curricularly feasible. Instead, upper-division AI can be taught in a way that has no prerequisites while retaining the rigor of an upper-division course. This paper includes the syllabus for such an ``open AI'' course and discusses experiences, positive and negative, with it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lankewicsz:2001:URG, author = "Linda Bright Lankewicsz", title = "Undergraduate research in genetic algorithms", journal = j-SIGCSE, volume = "33", number = "1", pages = "114--118", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364556", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The study of genetic algorithms (GAs) in the undergraduate curriculum introduces students to parallel search strategies and to experimental design. Not only does it build on the topics covered in an Analysis of Algorithms course but it exposes students to issues such as the importance of the form of representation to solving a problem and to the difficulties encountered when a local minima is selected as the solution rather than the best global solution. As an illustration of the merits of including genetic algorithms in the curriculum, an undergraduate research project investigating the use of a diploid sexual model for crossover operations is described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lowther:2001:CGU, author = "John L. Lowther and Ching-Kuang Shene", title = "Computing with geometry as an undergraduate course: a three-year experience", journal = j-SIGCSE, volume = "33", number = "1", pages = "119--123", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364558", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2001:THA, author = "Orit Hazzan", title = "Teaching the human aspect of software engineering --- a case study", journal = j-SIGCSE, volume = "33", number = "1", pages = "124--128", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364559", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a course I taught at the Technion --- The Israel Institute of Technology --- which addressed human aspects of Software Engineering. More specifically, three human aspects involved in developing software systems were the focus of the course: problem solving methodologies in general and their application in developing software systems in particular; mental processes; and social processes of software-system developers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goodrich:2001:TIA, author = "Michael T. Goodrich and Roberto Tamassia", title = "Teaching {Internet} algorithmics", journal = j-SIGCSE, volume = "33", number = "1", pages = "129--133", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364561", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe an Internet-based approach for teaching important concepts in a Junior-Senior level course on the design and analysis of data structures and algorithms (traditionally called CS7 or DS\&A). The main idea of this educational paradigm is twofold. First, it provides fresh motivation for fundamental algorithms and data structures that are finding new applications in the context of the Internet. Second, it provides a source for introducing new algorithms and data structures that are derived from specific Internet applications. In this paper, we suggest some key pedagogical and curriculum updates that can be made to the classic CS7/DS\&A course to turn it into a course on Internet Algorithmics. We believe that such a course will stimulate new interest and excitement in material that is perceived by some students to be stale, boring, and purely theoretical. We argue that the foundational topics from CS7/DS\&A should remain even when it is taught in an Internet-centric manner. This, of course, should come as no surprise to the seasoned computer scientist, who understands the value of algorithmic thinking.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Redmond:2001:CPA, author = "Michael A. Redmond", title = "A computer program to aid assignment of student project groups", journal = j-SIGCSE, volume = "33", number = "1", pages = "134--138", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364562", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Group projects are a valuable part of the computer science curriculum. Group work can be enhanced if formation of groups is not via self-selection by the students themselves. Students who are assigned to groups are more likely to be exposed to other students with different backgrounds and abilities from which they can learn new things. However in a university with students having a wide mix of schedules, a crucial aspect of successful group formation is compatible time-schedules within a group. This paper describes a computer program designed to aid assignment to groups while helping to ensure that groups have suitable outside-of-class meeting times.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gehringer:2001:EPR, author = "Edward F. Gehringer", title = "Electronic peer review and peer grading in computer-science courses", journal = j-SIGCSE, volume = "33", number = "1", pages = "139--143", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364564", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have implemented a peer-grading system for review of student assignments over the World-Wide Web and used it in approximately eight computer-science courses. Students prepare their assignments and submit them to our Peer Grader (PG) system. Other students are then assigned to review and grade the assignments. The system allows authors and reviewers to communicate with authors being able to update their submissions. Unique features of our approach include the ability to submit arbitrary sets of Web pages for review, and mechanisms for encouraging careful review of submissions. We have used the system to produce high-quality compilations of student work. Our assignment cycle consists of six phases, from signing up for an assignment to Web publishing of the final result. Based upon our experience with PG, we offer suggestions for improving the system to make it more easily usable by students at all levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Phoha:2001:IDM, author = "Vir V. Phoha", title = "An interactive dynamic model for integrating knowledge management methods and knowledge sharing technology in a traditional classroom", journal = j-SIGCSE, volume = "33", number = "1", pages = "144--148", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364567", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports an interactive dynamic model using Continuous Knowledge Management methods and Knowledge Sharing technology to integrate the acquisition of skills and relevant information (knowledge level) into diverse, individualized, concurrent learning processes in a traditional classroom setting. As opposed to a passive introduction of technology to facilitate the traditional learning processes a Web based active learning and continuous evaluation process was created which integrates objective scientific knowledge relating to course content, subjective knowledge obtained through personal interactions and empirical knowledge collected during the learning process. Knowledge Management, an emerging area of Artificial Intelligence, encompasses identifying, mapping, and managing intellectual assets to generate new knowledge for competitive advantage and for sharing of technology. The Web-based model of knowledge management discussed here allows a diverse group of learners to progressively interact and participate in the learning process, providing non-threatening self-evaluation and just-in-time individualized feedback to the learners and efficient tracking and supervision tools to the instructor. CS1003, a required general education class provides an ideal application of this model as the course draws from a diverse body of students ranging from history to math majors and from freshmen to seniors. The instructional design of this course using the interactive dynamics of Knowledge Management includes (i) provision of course archives and relevant static information as a passive repository, (ii) Web Discussion Forums, electronic chats and email communication for active learning and continuous interaction, (iii) an intelligent self-evaluation and grade reporting system for non-threatening self-testing and what-if analysis of performance, and (iv) a dynamic student feedback system including individualized supervision and anonymous feedback. Application of this instructional process enhanced the goals of the course from mere computer literacy to what the 1999 NRC Report calls Fluency in Information Technology (FIT). Three kinds of knowledge requirements are identified for FIT: (1) Contemporary skills, (2) Foundational concepts, and (3) Intellectual capabilities. This model is broadly applicable to extend the benefits of traditional classroom instruction to focus diverse intellectual abilities and interests in a collaborative learning process. Formal and informal evaluation support this claim, demonstrating that the transition from purely traditional teaching to a high degree of technology fluency can be painless, efficient and effective in preparing the students for a technology intensive information age.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Estell:2001:IWB, author = "John K. Estell", title = "{IPP}: a {Web}-based interactive programming portfolio", journal = j-SIGCSE, volume = "33", number = "1", pages = "149--153", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364569", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The portfolio is a well-established method for documenting student learning outcomes. This paper presents the development of a web-based interactive programming portfolio methodology at our institution. This methodology allows the reviewer to easily interact with the computer program under review through the use of Java applets. Both an evaluation form as well as detailed rubrics for the evaluation of the portfolio entry is accessible from the web page containing the portfolio entry. These resources allow reviewers to easily submit their feedback electronically to our students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lischner:2001:ESL, author = "Ray Lischner", title = "Explorations: structured labs for first-time programmers", journal = j-SIGCSE, volume = "33", number = "1", pages = "154--158", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364571", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A style of homework assignment is presented, called explorations. An exploration is part of an introductory programming course, specifically designed to help first-time programmers overcome common hurdles, such as misconceptions about the nature of computers and programs. An exploration is a structured lab where the student makes predictions about a program's behavior, then runs the program to compare the actual result with the predicted result. The questions are deliberately designed to challenge common errors and preconceived notions of computers and programming languages. Guided questions help the students refine their mental models of computers. Successful explorations have resulted in significant gains in comprehension, retention, and student satisfaction. Several guidelines are presented to help teachers write effective explorations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2001:ULP, author = "A. T. Chamillard and Jay K. Joiner", title = "Using lab practica to evaluate programming ability", journal = j-SIGCSE, volume = "33", number = "1", pages = "159--163", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364572", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the largest challenges facing educators teaching courses with a significant programming component is deciding how to evaluate each student's programming ability. In this paper we discuss how we have addressed this challenge in an introductory computer science course and statistically analyze the results to examine potential inequities in our approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2001:SCC, author = "Kay A. Robbins and Catherine Sauls Key and Keith Dickinson and John Montgomery", title = "Solving the {CS1\slash CS2} lab dilemma: students as presenters in {CS1\slash CS2} laboratories", journal = j-SIGCSE, volume = "33", number = "1", pages = "164--168", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364575", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In our quest to modernize our CS1/CS2 curriculum, we ran into several problems in the effective delivery of the courses and their associated laboratories. We have developed a teaching model in which students become the presenters for the hands-on laboratories. In order for this approach to be effective, the laboratories must be reused from semester to semester, so that student presenters are truly knowledgeable. The student-presenter model also requires more detailed supporting material and a rethinking of course grading policies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jipping:2001:UHC, author = "Michael J. Jipping and Joshua Krikke and Sarah Dieter and Samantha Sandro", title = "Using handheld computers in the classroom: laboratories and collaboration on handheld machines", journal = j-SIGCSE, volume = "33", number = "1", pages = "169--173", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364578", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Handheld computers provide a unique opportunity for teaching computer science. They are inexpensive (and keep dropping in price); they are powerful; they are accessible by students; and they run standard programming interfaces. These facets combine to provide a unique platform for teaching. This paper documents a project to integrate handheld machines into the classroom. We develop the case for using these machines; we overview our plans to use them; and we showcase two applications that we are using in classes. These applications are available for download from the Internet and represent a beginning for our project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Applin:2001:SLA, author = "Anne Gates Applin", title = "Second language acquisition and {CS1}", journal = j-SIGCSE, volume = "33", number = "1", pages = "174--178", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364579", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an empirical study of the relative effectiveness of two teaching methods used in CS1 classrooms. While the teaching methods are nothing new, the results of the study are an important contribution to the body of computer science education literature. The research design should also be of interest in that it demonstrates how statistical significance can be achieved with a relatively small sample by using the naturally occurring groups that we have as course sections. The teaching methods studied here were having students write programming assignments from scratch versus having them add to or modify existing well-written, well-documented programs. The results are perhaps not surprising. After controlling for certain factors, the statistical analysis showed that students who added to program templates as programming assignments scored better on the comprehensive examination and had higher overall course averages than their counter parts who wrote programs from scratch. This idea is firmly based in cognitive psychology and teachers of language use a similar method extensively. Reading increases vocabulary, aids in concept retention, and improves writing skill.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Morrison:2001:SIS, author = "Malcolm Morrison and Timothy S. Newman", title = "A study of the impact of student background and preparedness on outcomes in {CS I}", journal = j-SIGCSE, volume = "33", number = "1", pages = "179--183", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364580", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A study that assesses the significance of student background characteristics on outcomes in a depth-first CS I course is presented. The study was conducted over a two-year period and involved more than 400 students in fourteen different course sections taught by eight different instructors in a CSAC-accredited program. In this paper, focus is on the impact of prior programming courses on CS I outcomes. In particular, the impact of the prior course's programming language and provider is reported.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wilson:2001:CSI, author = "Brenda Cantwell Wilson and Sharon Shrock", title = "Contributing to success in an introductory computer science course: a study of twelve factors", journal = j-SIGCSE, volume = "33", number = "1", pages = "184--188", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364581", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This study was conducted to determine factors that promote success in an introductory college computer science course. The model included twelve possible predictive factors including math background, attribution for success/failure (luck, effort, difficulty of task, and ability), domain specific self-efficacy, encouragement, comfort level in the course, work style preference, previous programming experience, previous non-programming computer experience, and gender. Subjects included 105 students enrolled in a CS1 introductory computer science course at a midwestern university. The study revealed three predictive factors in the following order of importance: comfort level, math, and attribution to luck for success/failure. Comfort level and math background were found to have a positive influence on success, whereas attribution to luck had a negative influence. The study also revealed by considering the different types of previous computer experiences (including formal programming class, self-initiated programming, internet use, game playing, and productivity software use) that both a formal class in programming and game playing were predictive of success. Formal training had a positive influence and games a negative influence on class grade.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fleury:2001:ERV, author = "Ann E. Fleury", title = "Encapsulation and reuse as viewed by {Java} students", journal = j-SIGCSE, volume = "33", number = "1", pages = "189--193", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364582", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Through audio-taped student interviews, this study examined beginning Java students' conceptions of object-oriented programming. Students rated programs on stylistic criteria including ease of comprehension, ease of debugging, ease of modification, ease of reuse, and overall quality of design. They also explained the reasons for their ratings. The results will be discussed and interpreted in light of previous research. Implications for instruction will also be examined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bredlau:2001:ALT, author = "Carl Bredlau and Dorothy Deremer", title = "Assembly language through the {Java Virtual Machine}", journal = j-SIGCSE, volume = "33", number = "1", pages = "194--198", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364583", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; https://www.math.utah.edu/pub/tex/bib/virtual-machines.bib", abstract = "Student understanding of choices and design decisions about instruction formats, addressing, instruction types, and flow of control is developed through the assembly level. We propose the Java Virtual Machine (JVM) as the architecture for teaching assembly language. The paper describes how to use the JVM as a teaching tool for a sophomore level Assembly Language and Computer Architecture course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maj:2001:PNH, author = "S. P. Maj and D. Veal and R. Duley", title = "A proposed new high level abstraction for computer technology", journal = j-SIGCSE, volume = "33", number = "1", pages = "199--203", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364584", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer technology can be described using a range of models based on different levels of detail e.g., semiconductors, transistors, digital circuits. Such models are designed to progressively hid irrelevant detail and yet provide sufficient information to be useful for communication, design and documentation. However, developments in computer technology have resulted in a low cost, heterogeneous modular architecture that is difficult to model using current methods. This paper proposes a new generic method of modeling computer technology at a higher level of abstraction than those currently used. Investigations to date indicate that this model is independent of architectural detail and can therefore accommodate changes in technology. This new model is more directly relevant to the cheap, low-cost modular architectures in use today. Furthermore, all work to date has strongly indicated it may be useful as the basis of a new pedagogical framework for teaching not only introductory but also more advanced computer technology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yurcik:2001:WBL, author = "William Yurcik and Larry Brumbaugh", title = "A {Web}-based {Little Man Computer} simulator", journal = j-SIGCSE, volume = "33", number = "1", pages = "204--208", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364585", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a web-based simulation tool which can be used to teach introductory computer organization based on the conceptual paradigm of a Little Man Computer. Specifically we share examples how this tool can be used to improve student comprehension of the interaction between computer architecture, assembly language, and the operating system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harms:2001:UPT, author = "Douglas Harms and Dave Berque", title = "Using a {PDP-11\slash 10} to teach content and history in computer organization courses", journal = j-SIGCSE, volume = "33", number = "1", pages = "209--213", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364586", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our use of a 1970's era PDP-11/10 to support an hour long module which we have incorporated into our computer organization course for the past few semesters. The module is designed to reinforce standard concepts such as number systems and two-pass assemblers while at the same time exposing the students to some historical issues. After providing some background information about the PDP-11/10 we explain the motivation for our approach. Then we describe a fifteen minute instructional video which we have produced on the topic of developing programs on the PDP/11-10. The video is available from the authors either on VHS tape or as a QuickTime file, thereby allowing instructors at other schools to try our approach by showing the video to their students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barnes:2001:TTI, author = "Julie Barnes and Laura Leventhal", title = "{Turing} the tables: introducing software engineering concepts in a user interface design course", journal = j-SIGCSE, volume = "33", number = "1", pages = "214--218", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364587", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The most recent report of the Computing Curricula 2001 (CC2001) suggests that updated curricula must reflect the broadening nature of our discipline. Two areas that are included in the strawman draft of CC2001 are software engineering (SE) and human-computer interaction (HC). While the first inclination might be to incorporate these minimal HC concepts in a traditional SE course, we propose a different approach. This paper outlines a project oriented HC course in which we are able to emphasize SE in the context of HC concepts. We include an overview of course content that illustrates our approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guzdial:2001:UST, author = "Mark Guzdial", title = "Using squeak for teaching user interface software", journal = j-SIGCSE, volume = "33", number = "1", pages = "219--223", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364588", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Squeak is a new programming language that is particularly appropriate for learning computer science. It offers an excellent infrastructure for interesting projects (e.g., multimedia, Web browsing and serving), and all source code is included (and written in Squeak) from the virtual machine, windowing, on up. Squeak is being used in a course on Objects and Design (focusing on the development of user interfaces), both to enhance the infrastructure for a course on, and to change how user interfaces are taught. Rather than teach a toolkit, the focus is now on teaching students how to build toolkits. This paper presents a pilot study suggesting benefits of our new approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pollock:2001:MPP, author = "Lori Pollock and Mike Jochen", title = "Making parallel programming accessible to inexperienced programmers through cooperative learning", journal = j-SIGCSE, volume = "33", number = "1", pages = "224--228", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364589", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes how we utilized cooperative learning to meet the practical challenges of teaching parallel programming in the early college years, as well as to provide a more real world context to the course. Our main contribution is a set of cooperative group activities for both inside and outside the classroom, which are targeted to the computer science discipline, have received very positive student feedback, are easy to implement, and achieve a number of learning objectives beyond knowledge of the specific topic. These activities can be applied directly or be easily adapted to other computer science courses, particularly programming, systems, and experimental computer science courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hartley:2001:AGM, author = "Stephen J. Hartley", title = "``{Alfonse}, give me a call!''", journal = j-SIGCSE, volume = "33", number = "1", pages = "229--232", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364590", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The SR programming language supports a simple and elegant set of abstractions for its model of distributed computing. The model provides an effective framework for demonstrating to students the different styles of distributed programming. A small Java toolkit based on SR's model is presented in this paper. This toolkit allows instructors to use the popular Java language as a platform in parallel and distributed processing courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Docherty:2001:IDS, author = "Michael Docherty and Peter Sutton and Margot Brereton and Simon Kaplan", title = "An innovative design and studio-based {CS} degree", journal = j-SIGCSE, volume = "33", number = "1", pages = "233--237", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364591", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The University of Queensland has recently established a new design-focused, studio-based computer science degree. The Bachelor of Information Environments degree augments the core courses from the University's standard CS degree with a stream of design courses and integrative studio-based projects undertaken every semester. The studio projects integrate and reinforce learning by requiring students to apply the knowledge and skills gained in other courses to open-ended real-world design projects. The studio model is based on the architectural studio and involves teamwork, collaborative learning, interactive problem solving, presentations and peer review. This paper describes the degree program, its curriculum and rationale, and reports on experiences in the first year of delivery.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Golshani:2001:CCI, author = "F. Golshani and S. Panchanathan and O. Friesen and Y. C. Park and J. J. Song", title = "A comprehensive curriculum for {IT} education and workforce development: an engineering approach", journal = j-SIGCSE, volume = "33", number = "1", pages = "238--242", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364592", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Noting the shortage of IT professionals nationally [1], we propose a comprehensive curriculum that supports a variety of programs geared to all ages from early school years to retirement and beyond. Current IT workforce development efforts are limited to training, and have not as yet focused on education and professional development. Largely, this is due to a lack of a science underpinning for IT related curricula. Without such a unified science component, a structured organization of information related concepts cannot be derived. Our proposal includes the development of a number of programs addressing the needs of a variety of learners ranging from elementary school through college and beyond. Seven programs, each with a specific emphasis for various groups, are being developed. Such essential issues as industrial-academic liaisons, workforce (re)training, promotional and awareness programs, teacher training, and IT professional role redefinition, are integral pieces of this project. All developments will be firmly founded on the scientific framework of information science and engineering [2].This work is supported by NSF grant DUE-9950168.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tucker:2001:OCB, author = "Allen B. Tucker and Charles F. Kelemen and Kim B. Bruce", title = "Our curriculum has become math-phobic!", journal = j-SIGCSE, volume = "33", number = "1", pages = "243--247", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364593", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The paper [2] argued that mathematical ideas play an important role in the computer science curriculum, and that Discrete Mathematics needs to be taught early in the computer science curriculum. In this follow-up paper, we present evidence that computer science curricula are drifting away from a fundamental commitment to theoretical and mathematical ideas. We propose some actions that can be taken to help reverse this drift.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{King:2001:WCM, author = "L. A. Smith King and John Barr and Ben Coleman", title = "What could be more {SLic?}: projects for the programming languages course", journal = j-SIGCSE, volume = "33", number = "1", pages = "248--252", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364594", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The last few years has seen renewed interest in teaching programming-in-the-large (PIL) and programming-in-context of a larger existing program (PIC) throughout the computer science curriculum. Although these skills have been a focus of software engineering courses and capstone projects, there is an emphasis to teach these skills in other courses across the curriculum. This paper addresses incorporation of PIL and PIC in the programming language course, and presents specific PIC and PIL projects using an interpreter for SLic, a simple logic (declarative) language. SLic itself is part of a family of interpreters in MuLE, a software environment designed to support interpreter-based projects in the programming languages course. MuLE is written in DrScheme (from Rice's PLT software project distributed under the GNU Library General Public License) and runs under Windows 95/98/NT/2000, MacOS, and Unix/X.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2001:RAC, author = "Michael R. Wick and Daniel E. Stevenson", title = "A reductionist approach to a course on programming languages", journal = j-SIGCSE, volume = "33", number = "1", pages = "253--257", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364595", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Programming Languages course is often a critical turning point in an undergraduate education where students begin to think more abstractly about programming languages and the design paradigms that use them. Traditional approaches to presenting this material often fail to achieve a number of important goals. We present an approach to Programming Languages that uses a single demonstration language (Scheme) and a collection of fundamental building blocks to study a variety of programming paradigms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2001:KUD, author = "Michael R. Wick", title = "{Kaleidoscope}: using design patterns in {CS1}", journal = j-SIGCSE, volume = "33", number = "1", pages = "258--262", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364596", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most computer science curricula include design patterns during the junior/senior software development sequence. We present a simplified application of two classic design patterns that is specifically targeted at students in their first programming course. We also include suggested pedagogy on how to develop the concepts necessary to implement and appreciate the application.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nguyen:2001:DPS, author = "Dung (`Zung') Nguyen and Stephen B. Wong", title = "Design patterns for sorting", journal = j-SIGCSE, volume = "33", number = "1", pages = "263--267", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364597", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Drawing on Merritt's divide-and-conquer sorting taxonomy [1], we model comparison-based sorting as an abstract class with a template method to perform the sort by relegating the splitting and joining of arrays to its concrete subclasses. Comparison on objects is carried out via an abstract ordering strategy. This reduces code complexity and simplifies the analyses of the various concrete sorting algorithms. Performance measurements and visualizations can be added without modifying any code by utilizing the decorator design pattern. This object-oriented design not only provides the student a concrete way of unifying seemingly disparate sorting algorithms but also help him/her differentiate them at the proper level of abstraction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gegg-Harrison:2001:AEN, author = "Timothy S. Gegg-Harrison", title = "Ancient {Egyptian} numbers: a {CS}-complete example", journal = j-SIGCSE, volume = "33", number = "1", pages = "268--272", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364598", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A critical piece of any successful curriculum is a robust example that permeates the key concepts of the field. For computer science, we refer to such an example as CS-complete. A good CS-complete example is applicable in CS1, CS2, and Discrete Mathematics. Approximately 4000 years ago, the ancient Egyptians used a numbering system that serves as a prototype CS-complete example. In this paper, we outline the use of Egyptian numbering system as an example that naturally extends through CS1, CS2, and Discrete Mathematics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Herzog:2001:RTL, author = "Erik Herzog and Peter Loborg and Simin Nadjm-Tehrani", title = "Real-time lab exercises: a teacher's dilemma", journal = j-SIGCSE, volume = "33", number = "1", pages = "273--277", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364600", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our design of real-time systems laboratories in an integrated theme of study which includes automatic control. The theme appears at the end of the third year of a 4,5 year master of engineering programme, which adopts Problem-Based Learning (PBL) as a main pedagogical method. We describe the rationale behind our choice of application area, the lab environment, and the operating system used. The paper concludes by giving some qualitative evaluations as well as some quantitative measures based on limited data.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clifton:2001:CSA, author = "Joseph M. Clifton", title = "A {CS\slash SE} approach to a real-time embedded systems software development course", journal = j-SIGCSE, volume = "33", number = "1", pages = "278--281", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364601", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an approach to a course in real-time embedded systems that focuses on software development issues. The course attempts to integrate topics from traditional computer science, infuse software engineering principles, and give some exposure to hardware concerns. Another important component of the course is experience with developing software for multiple platforms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2001:PLI, author = "Joseph Bergin", title = "A pattern language for initial course design", journal = j-SIGCSE, volume = "33", number = "1", pages = "282--286", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364602", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pollock:2001:IIE, author = "Lori Pollock", title = "Integrating an intensive experience with communication skills development into a computer science course", journal = j-SIGCSE, volume = "33", number = "1", pages = "287--291", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364603", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes how a technical computer science course was transformed into an intensive communication skills course without sacrificing the technical content of the course. By integrating this experience into existing technical courses, the acquired skills are specific to the CS context without requiring an additional course. The main contribution of this paper is a set of activities which are targeted to building communications skills required for successful research in computer science at any level, but also generally useful for computer science students entering careers not involving basic research. We describe the specific methods and tools implemented in a way to provide considerable support, guidance, and feedback to students without a large investment by the professor.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2001:OOA, author = "Raymond Lister", title = "Objectives and objective assessment in {CS1}", journal = j-SIGCSE, volume = "33", number = "1", pages = "292--296", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364605", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When designing a first semester ``CS1'' programming subject, I advocate ``truth in sentencing''. That is, the objectives should be explicit, and the assessment tasks should reflect the objectives. This may appear to be a statement of the obvious, but few subjects satisfy these criteria. The traditional CS1 approach is to set students the task of writing extensive code, as early as possible. On closer inspection of such subjects, one finds marking schemes for exams and assignments that are generous to the point of being inconsistent with the subject objectives. Instead, students should not write any original code in CS1, and should be examined by multiple choice question.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rasala:2001:JPT, author = "Richard Rasala and Jeff Raab and Viera K. Proulx", title = "{Java} power tools: model software for teaching object-oriented design", journal = j-SIGCSE, volume = "33", number = "1", pages = "297--301", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364606", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Java Power Tools or JPT is a Java toolkit designed to enable students to rapidly develop graphical user interfaces in freshman computer science programming projects. Because it is simple to create GUIs using JPT, students can focus on the more fundamental issues of computer science rather than on widget management. In a separate article[4], we will discuss with examples how the JPT can help freshman students to learn about the basics of algorithms, data structures, classes, and interface design. In this article, we will focus on how the JPT itself can be used as an extended case study of object-oriented design principles in a more advanced course. The fundamental design principles of the JPT are that the elements of a graphical user interface should be able to be combined recursively as nested views and that the communication between these views and the internal data models should be as automatic as possible. In particular, in JPT, the totality of user input from a complex view can be easily converted into a corresponding data model and any input errors will be detected and corrected along the way. This ease of communication is achieved by using string objects as a lingua franca for views and models and by using parsing when appropriate to automatically check for errors and trigger recovery. The JPT achieves its power by a combination of computer science and software design principles. Recursion, abstraction, and encapsulation are systematically used to create GUI tools of great flexibility. It should be noted that a much simpler pedagogical package for Java IO was recently presented in [9].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2001:OOW, author = "Owen Astrachan", title = "{OO} overkill: when simple is better than not", journal = j-SIGCSE, volume = "33", number = "1", pages = "302--306", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364608", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Object oriented design patterns as popularized in [GHJV95] are intended to solve common programming problems and to assist the programmer in designing and developing robust systems. As first year courses increasingly emphasize object orientation, knowledge of design patterns and when to use them becomes an important component of the first year curriculum. Recent literature has focused on introducing the patterns to computer science educators, but not on the situations and contexts in which the patterns are appropriate. Design patterns and object orientation are parts of a methodology that scales to large systems. In this paper we show that these concepts do not always scale down. We analyze examples from current literature that would be simpler without patterns, and provide examples of when the same design patterns do make design and programs simpler.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Morelli:2001:JAH, author = "Ralph Morelli and Ralph Walde and Gregg Marcuccio", title = "A {Java API} for historical ciphers: an object-oriented design project", journal = j-SIGCSE, volume = "33", number = "1", pages = "307--311", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364609", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a project suitable for a software engineering or object-oriented design course. The project consists of asking students to design an application programming interface (API) for a particular range of applications. An API-design project has several features not always found in application-design projects: It forces students to focus carefully on the distinction between the programming and the user interfaces; it provides a good justification for studying existing APIs as model code; it provides a natural way to divide tasks between different groups of designers/programmers; and, the final product can be used as the basis for programming projects in other courses. In this case the particular project we describe is the design of an API for implementing Historical Cipher algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nicholas:2001:TED, author = "Tyrone Nicholas and Jerzy A. Barchanski", title = "{TOS}: an educational distributed operating system in {Java}", journal = j-SIGCSE, volume = "33", number = "1", pages = "312--316", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364611", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes TOS --- an educational distributed operating system implemented in Java. First the current trends in commercial operating systems are shortly presented and compared with several available educational operating systems. Next we give our rationals to use Java as the TOS implementation language. Then the architecture of the system and its components --- launchers and servers are described. Finally we explain the advantages of this architecture and give some examples of possible student projects and assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2001:SPE, author = "Steven Robbins", title = "Starving philosophers: experimentation with monitor synchronization", journal = j-SIGCSE, volume = "33", number = "1", pages = "317--321", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364612", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Textbook discussions of synchronization seldom go beyond a brief introduction in terms of classical problems. This paper presents a simulator for the monitor solution of the dining philosophers problem that students can use to experimentally explore how such a solution might behave in practice. The simulator, which can be run remotely from a browser or can be downloaded for running locally, is written in Java so that it can be run on almost any system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Donaldson:2001:ADO, author = "John L. Donaldson", title = "Architecture-dependent operating system project sequence", journal = j-SIGCSE, volume = "33", number = "1", pages = "322--326", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364613", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Developing hands-on programming projects for a course on operating systems is a challenge. A wide variety of methods have been used and reported on at past SIGCSE meetings. A good summary of some of these projects can be found in [5]. One approach is to build a rudimentary operating system kernel from the bottom up. This approach necessarily involves some architecture-dependent coding. In this paper, the author describes his experience with such a project sequence based on the Intel protected mode architecture.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2001:SSP, author = "Laurie Williams and Richard L. Upchurch", title = "In support of student pair-programming", journal = j-SIGCSE, volume = "33", number = "1", pages = "327--331", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364614", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Industry, particularly those following the eXtreme Programming (XP) methodology [2], has popularized the use of pair-programming. The pair-programming model has also been found to be beneficial for student programmers. Initial quantitative and qualitative results, which will be discussed in this paper, demonstrate that the use of pair-programming in the computer science classroom enhances student learning and satisfaction and reduces the frustration common among students. Additionally, the use of pair-programming relieves the burden on the educators because students no longer view the teaching staff as their sole form of technical information. We explore the nature of pair-programming, then examine the ways such a practice may enhance teaching and learning in computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parrish:2001:BSC, author = "Allen Parrish and Brandon Dixon and David Cordes", title = "Binary software components in the undergraduate computer science curriculum", journal = j-SIGCSE, volume = "33", number = "1", pages = "332--336", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364615", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "At one time, commercial software applications were released as single binary executable files. Discussions of the notion of a ``software component'' were almost always limited to the context of source code. However, with the proliferation of numerous new technologies, applications are now more typically released as collections of cooperating binary components. While there is significant industrial emphasis on binary component technologies, computer science curricula have not yet standardized upon a corpus of fundamentally sound concepts to support education within this paradigm. In this paper, we describe our efforts to define a fundamental core set of concepts to support this important programming paradigm, as well as our efforts to integrate these concepts into a typical undergraduate computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jones:2001:ITC, author = "Edward L. Jones", title = "Integrating testing into the curriculum --- arsenic in small doses", journal = j-SIGCSE, volume = "33", number = "1", pages = "337--341", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364617", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Testing accounts for 50\% of the cost of software, yet it receives little treatment in most curricula. This paper presents some approaches to giving all students multiple, incremental exposures to software testing throughout the curriculum. A unifying framework is presented which identifies a minimal set of test experiences, skills and concepts students should accumulate. The integrated approach combines common test experiences in core courses, an elective course in software testing, and volunteer participation in a test laboratory.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Preston:2001:OCL, author = "Jon A. Preston and Laura Wilson", title = "Offering {CS1} on-line reducing campus resource demand while improving the learning environment", journal = j-SIGCSE, volume = "33", number = "1", pages = "342--346", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364618", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Multimedia-rich Web interfaces offer an increasingly attractive option for teaching distance and large-scale courses. We explore our experience of publishing CS1 to over 200 students and the resulting student performance. Our approach included streaming QuickTime audio and video synchronized with animated PowerPoint slides; in addition, a ``Frequently Asked Questions'' (FAQ) list was compiled from previous students' questions and made available. We demonstrate that the on-line lecture material enhanced students' learning of those enrolled in the traditional, lecture-based sections and those enrolled in the on-line section. The process is cost-effective, scalable, and affords use in other disciplines beyond CS1. Our future research is also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2001:ETV, author = "Richard Anderson and Martin Dickey and Hal Perkins", title = "Experiences with tutored video instruction for introductory programming courses", journal = j-SIGCSE, volume = "33", number = "1", pages = "347--351", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364619", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe our experiences of exporting our introductory programming courses to community colleges. We used Tutored Video Instruction (TVI) as the mode of instruction where recorded versions of our lectures were shown to groups of students with local instructors periodically stopping the lecture for questions and discussion. We have offered a total of 16 sections of TVI courses, 11 were of our first quarter programming course (CSE142), and 5 were of our second quarter programming course (CSE 143). The courses were offered at seven institutions. Approximately 180 students completed the courses. We identify factors which contributed positively and negatively to the use of TVI for introductory programming courses. The two most important changes to our TVI program based on these experiences will the use of studio produced lectures and the abandonment of centralized course administration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2001:DBO, author = "Judy Brown and Jiayun Lu", title = "Designing better online teaching material", journal = j-SIGCSE, volume = "33", number = "1", pages = "352--356", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364621", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The creation of excellent online teaching material is challenging because it requires that designers are able to apply learning theories and usability principles. In this paper we describe a web-based tutorial we developed to teach database students about SQL-like operators that can be used to access data in data warehouses (very large collections of data used by analysts). This paper describes the processes and methods used to develop the tutorial and the techniques we used to test prototypes of our tutorial. We show how ideas from user-centered design and learning theory can be usefully combined to create a new process for developing online teaching material that meets learning and usability aims.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Urban:2001:ADC, author = "Susan D. Urban and Suzanne W. Dietrich", title = "Advanced database concepts for undergraduates: experience with teaching a second course", journal = j-SIGCSE, volume = "33", number = "1", pages = "357--361", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364648", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the development of a second database course for undergraduates, preparing students for the advanced database concepts they will experience in industry. Assuming an introductory course on relational database systems as a prerequisite, the topics addressed in the course include object-oriented data modeling, object-oriented database systems, object-relational database systems, Web access to databases, and professionalism and ethics. We present our experience with teaching the course, elaborating on the topics and assignments. We also present feedback from students and industry partners as well as our own assessment of future course refinements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dietrich:2001:RGU, author = "Suzanne W. Dietrich and Dan Suceava and Chakrapani Cherukuri and Susan D. Urban", title = "A reusable graphical user interface for manipulating object-oriented databases using {Java} and {XML}", journal = j-SIGCSE, volume = "33", number = "1", pages = "362--366", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364712", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the design and functionality of a graphical user interface (GUI) written in Java Swing that is used to support instructional activities associated with teaching object-oriented database (OODB) concepts. The GUI supports the manipulation of objects in an OODB, assuming the implementation of a specified interface for interacting with an OODB. By using the interface, students can focus on object-oriented design and programming concepts associated with OODB concepts rather than the development of a user interface. Since the GUI uses the Extensible Markup Language (XML) for defining the database schema and data import/export, the use of the GUI provides the added benefit of demonstrating the manner in which XML interacts with database technology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wang:2001:IOR, author = "Ming Wang", title = "Implementation of object-relational {DBMSs} in a relational database course", journal = j-SIGCSE, volume = "33", number = "1", pages = "367--370", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364715", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Object-relational DBMS was gradually added as a new topic to the author's database course in response to the rapid changes in DBMS technology in the real world. Implementation of ORDBMS technology in a traditional relational database course had significant impacts on the database curriculum. As an outcome, students were able to solve problems that could not be solved well in a relational database. ORDBMS was implemented with Universal Modeling Language (UML) and the Oracle 8i server. Course design, teaching methodology, class activities and the outcome of the course are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Montante:2001:SCP, author = "Robert Montante and Zahira Khan", title = "Specialized certification programs in computer science", journal = j-SIGCSE, volume = "33", number = "1", pages = "371--375", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364749", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harmeyer:2001:PSI, author = "Kathleen Harmeyer and Donna Tupper and William Beck and Sylvia Sorkin", title = "Preparing students for {Internet} and multimedia technology careers", journal = j-SIGCSE, volume = "33", number = "1", pages = "376--380", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364750", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper provides descriptions of three courses in a thirty-credit Internet and Multimedia Technology (I/MMT) certificate program. They are: Multimedia Authoring II, Project Development, and Internet Programming. The latter has been offered in both traditional and online versions at the Essex Campus of the Community College of Baltimore County (CCBC-Essex).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Veal:2001:AHS, author = "D. Veal and S. P. Maj and Rick Duley", title = "Assessing ``hands on'' skills on {CS1} computer \& network technology units", journal = j-SIGCSE, volume = "33", number = "1", pages = "381--385", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364751", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Edith Cowan University (ECU) introduced a new curriculum in computer and network technology based upon a market analysis of employer expectations. Uniquely, within Australia, this curriculum has extensive workshop exercises that require students to work on equipment they are likely to meet in the workplace and as such the workshop environment is potentially hazardous to students. It was found that prospective employers often required both an assessment and an assurance that students following this curriculum could work to an acceptable industry standard. The traditional forms of assessment (examinations and assignments) did not fulfill this requirement. The authors therefore designed a Competency-Based Assessment (CBA) to measure procedural knowledge and skills. The CBA designed was simple, easy to use and can be implemented as part of a standard workshop without interrupting student activities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pfleeger:2001:IEW, author = "Shari Lawrence Pfleeger and Pat Teller and Sheila E. Castaneda and Manda Wilson and Rowan Lindley", title = "Increasing the enrollment of women in computer science", journal = j-SIGCSE, volume = "33", number = "1", pages = "386--387", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364752", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stasko:2001:MAC, author = "John Stasko and Mark Guzdial and Mike Clancy and Nell Dale and Sally Fincher", title = "Models and areas for {CS} education research", journal = j-SIGCSE, volume = "33", number = "1", pages = "388--389", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364753", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We hope to alert attendees of this panel to a number of aspects of CS education research: $ \bullet $ previous work that provides good models for future research; $ \bullet $ current projects and results; $ \bullet $ areas that deserve more inquiry; $ \bullet $ questions for which research is unlikely at the moment to yield useful information. The panel is aimed at people who don't need to be convinced about the value of CS education research, but who perhaps are unfamiliar with what's happening or how they might get involved themselves.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gries:2001:HMT, author = "David Gries and Bill Marion and Peter Henderson and Diane Schwartz", title = "How mathematical thinking enhances computer science problem solving", journal = j-SIGCSE, volume = "33", number = "1", pages = "390--391", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364754", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There are deep connections between algorithmic and mathematical thinking. Both construct ``systems'' --- computing systems in the algorithmic case, intellectual ones in mathematics --- from simple primitives. As Knuth notes in the preface to The Art of Computer Programming, ``The construction of a computer program from a set of basic instructions is very similar to the construction of a mathematical proof from a set of axioms'' [1]. Other connections include similar ways of organizing primitives into larger structures (e.g., recursion in algorithms, recursion and induction in math; conditionals in algorithms, definition in cases and proof by cases in math), similar ways of using abstraction to manage complexity, and an underlying reliance on logic. In short, mathematics is not merely a tool for limited areas of computer science, it is a mindset that fundamentally improves one's ability to devise and implement algorithms. Computer science students therefore need to exercise their mathematical as well as their computational abilities, and computer science educators need to help students use both ways of thinking to solve computing problems. This panel illustrates specific ways in which mathematical reasoning enhances algorithmic problem solving, and provides educators with concrete examples and resources to use in their own teaching. Each panelist will present an exercise, classroom example, or similar item, from their own experience, and will demonstrate ways in which mathematical reasoning helps one solve and/or understand it. The audience will be invited to contribute their own examples and to comment further on the role of mathematical thinking in computer science problem solving. The panelists' and audience members' examples will be collected on a Web page for continuing reference. A prototype of this page is at http://www.cs.geneseo.edu/~baldwin/math-thinking/examples.html.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2001:QDE, author = "Gordon Davies and Wendy Doube and Wendy Lawrence-Fowler and Dale Shaffer", title = "Quality in distance education", journal = j-SIGCSE, volume = "33", number = "1", pages = "392--393", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364755", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parrish:2001:IAV, author = "Allen Parrish and Joe Hollingsworth and Peter Maurer and Benjamin Shults and Bruce Weide", title = "Identifying an appropriate view of software components for undergraduate education", journal = j-SIGCSE, volume = "33", number = "1", pages = "394--395", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364756", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Software components have existed in one form or another for a number of years. Work in this area can be classified into two broad categories. On the one hand, a number of researchers have approached the concept of software components from a first principles perspective, advancing ideas regarding what constitutes the ideal component paradigm from perspectives of efficiency, verifiability and reusability. On the other hand, recent commercial advances in a number of popular technologies have elevated the software component concept into widespread use within the software practitioner community. Such technologies include a number of technologies made popular by Microsoft (such as Active-X, COM, DCOM and Visual Basic), as well as CORBA and Java Beans. Neither of these perspectives on software components has become a standard cornerstone of software development pedagogy. Yet both perspectives may have an important role in preparing software developers to build high-quality software in the context of modern software development technologies. In particular, teaching students how to design and construct software components from first principles provides students with important guidance as to the ``right way'' to structure correct and efficient software systems (i.e., with emphasis on ``what'' component-based systems should contain). On the other hand, teaching students about current commercial component technologies exposes students to the important dimension of best commercial practice (i.e., with emphasis on ``how'' component-based systems could be built).The participants of this panel are all actively involved in the development of courses and curricula that provide various perspectives on component-based systems. They represent both the first principles and commercial perspectives discussed above. Position statements for each of the panelists appear below.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Owens:2001:UPA, author = "Barbara Boucher Owens and Fran Hunt and Stuart Reges and Cary Laxer", title = "The university perspective: awarding credit for advanced placement {(AP)} in computer science", journal = j-SIGCSE, volume = "33", number = "1", pages = "396--397", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364757", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This panel discusses the granting of credit for AP CS by colleges and universities. Particularly with the change of the AP CS exam from Pascal to C++ last year, this panel is aimed both the collegiate and high school communities who are interested in comments from schools who have experience with AP CS students. Topics will include a short review of the AP curriculum, and some examples of what credit is given, how AP CS students are placed, and how the students perform in those and subsequent courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rebelsky:2001:WDD, author = "Samuel A. Rebelsky and Peter B. Henderson and Amruth N. Kumar and F. N. (Fred) Springsteel", title = "Why {I} do declare!: declarative programming in the undergraduate curriculum", journal = j-SIGCSE, volume = "33", number = "1", pages = "398--399", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364758", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many curricular guidelines, such as the Recommended Curriculum for Computer Science at Liberal Arts Colleges [4], suggest that students be exposed to many different programming paradigms (e.g., imperative, functional, object-oriented, declarative) in the undergraduate curriculum. Some institutions believe that students should have early exposure to many paradigms, often as early as the first two courses. Many institutions emphasize object-oriented programming early in the curriculum. Some also include functional programming. Imperative topics are often covered in courses that emphasize object-oriented or functional issues. Where does declarative programming fit? Sometimes not until an upper-level language paradigms course or artificial intelligence course. Sometimes it never fits, at least not explicitly.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chu:2001:ITC, author = "Bei-Tseng (Bill) Chu and Venu Dasigi and John Gorgone and David Spooner", title = "Information technology curriculum development", journal = j-SIGCSE, volume = "33", number = "1", pages = "400--401", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364760", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hitchner:2001:PEC, author = "Lewis E. Hitchner and Judith Gersting and Peter B. Henderson and Philip Machanick and Yale N. Patt", title = "Programming early considered harmful", journal = j-SIGCSE, volume = "33", number = "1", pages = "402--403", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364761", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The premise of this panel is that most introductory Computer Science courses are too narrowly focused on teaching students a programming language. This is a controversy that has been debated for years, but in recent years seems to have been forgotten. The writers of Computing Curricula 1991 stated:``Many feel that the amount of attention traditionally paid to the syntax of a programming language in the first course is excessive, and ought to be replaced with a more balanced introduction to the discipline. For these reasons, PR: Introduction to a Programming Language is defined as a separate knowledge unit in Part II, but is not a required part of the common requirements. ''[1]This panel will present a review of current, typical first year courses and evidence for the case against focusing those courses on the teaching of a programming language. Next, each panelist will present his or her philosophy for a first course, followed by details of the courses at their school that implement their view, and conclude with outcomes and evidence of success of the courses. The panel includes four experienced CS-1/CS-2 educators, two of whom are members of the Computing Curriculum 2001 Pedagogy Focus Group on Introductory Courses and Topics (including the chair), and two of whom are authors of introductory texts that do not focus on teaching a programming language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldweber:2001:URU, author = "Michael Goldweber and Clare Congdon and Barry Fagin and Deborah Hwang and Frank Klassner", title = "The use of robots in the undergraduate curriculum: experience reports", journal = j-SIGCSE, volume = "33", number = "1", pages = "404--405", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364763", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Using the robot as a metaphor for assisting students in understanding problem solving in general, the algorithmic process, and the relationship between algorithms and computing agents is not new. While simulated robot environments have existed for many years (e.g., Karel the Robot[3]) it is only recently that the technology for inexpensively supplying undergraduates with real robots has become available. Lego Mindstorms, MIT Handyboards, the Rug Warrior, and others are examples of such systems. Programmable in familiar languages, including C, Ada, and Java, these systems allow for the creative exploration of important computer science concepts. Representing a variety of institution types the panelists will discuss their experiences in using hands-on robot-based projects for illustrating various important computer science concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stewart-Gardiner:2001:CVP, author = "Carolee Stewart-Gardiner and David G. Kay and Joyce Currie Little and Joseph D. Chase and John Fendrich and Laurie A. Williams and Ursula Wolz", title = "Collaboration vs plagiarism in computer science programming courses", journal = j-SIGCSE, volume = "33", number = "1", pages = "406--407", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364790", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In some circles, all programming is collaborative, yet in many CS1 and CS2 courses, individual programming assignments are made, collaboration with other students is cheating, and tailoring a program found on the web is plagiarism. Many educators feel that collaboration belongs only in a very few upper division courses. Others have experience to show that early collaboration broadens the learning of students, to become more effective professional individuals. Most conclude that a blend of the two styles is best for students, and can reduce cheating/plagiarism. Does collaboration belong in programming classes? Where does collaboration end and cheating/plagiarism begin? What are the advantages, problems and techniques of allowing collaboration on programming assignments in CS1 and CS2? The moderator created six discussion questions. Each member of the panel has chosen the position they can strongly support from experience. This panel will discuss these questions in detail among the panelists and audience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2001:WTW, author = "Nell Dale and Rick Mercer and Elliot Koffman and Walter Savitch", title = "Writing a textbook: walking the gauntlet", journal = j-SIGCSE, volume = "33", number = "1", pages = "408--409", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364793", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Writing my first textbook was an eye-opening experience. I had to dig deep. I had ideas I was excited about and found others that were excited about them as well. I also found strong opposition to my approach, which was difficult for publishers to evaluate. My experience raised a number of questions that I have outlined below. These questions range from personnel motivation to future trends in computing. I have gathered a panel of respected authors. I have asked each to respond to some of these questions. Time will also be available for the audience to ask questions and share their own experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Becker:2001:PP, author = "Byron Weber Becker and Richard Rasala and Joseph Bergin and Christine Shannon and Eugene Wallingford", title = "Polymorphic panelists", journal = j-SIGCSE, volume = "33", number = "1", pages = "410--411", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364795", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Polymorphism is an important object-oriented programming concept in which objects from two or more different classes respond to the same set of messages. For instance, HourlyEmployee, SalariedEmployee, and ContractEmployee all respond to the message calculatePay(). Instances of each class ``do the right thing'' to calculate their pay even though the methods to do so may be quite different. But the payroll program using these classes doesn't care --- it can ask each object for the amount owed without caring what kind of employee it represents or how the amount is calculated. The panelists are all instances of subclasses of Professor which will respond to the following queries. Since each of the subclasses implement these queries differently, the answers will usually be different as well! $ \bullet $ polymorphPreconditions(): The object (professor) specifies the information students must know before polymorphism is introduced in their class. $ \bullet $ polymorphPresentation(): The object (professor) describes how polymorphism is introduced in their class. $ \bullet $ polymorphStudentUsage(): The object (professor) describes how their students use polymorphism later in the course. $ \bullet $ answerQuestions(): The object (professor) responds to any questions about their approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2001:NAP, author = "Nick Parlante and Mike Clancy and Stuart Reges and Julie Zelenski and Owen Astrachan", title = "Nifty assignments panel", journal = j-SIGCSE, volume = "33", number = "1", pages = "412--413", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364797", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Curtin:2001:NBA, author = "Dan Curtin and Gary Lewandowski and Carla Purdy and Dennis Gibson and Lisa Meeden", title = "The nuts and bolts of academic careers: a primer for students and beginning faculty", journal = j-SIGCSE, volume = "33", number = "1", pages = "414--415", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364799", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ferren:2001:DDC, author = "Ann S. Ferren and J. A. N. Lee and Ivan Liss and J. D. Chase and Robert Phillips", title = "The design and development of the {College of Information Technology} at {Radford University}", journal = j-SIGCSE, volume = "33", number = "1", pages = "416--417", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364801", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Prey:2001:ASN, author = "Jane Prey", title = "{ACM SIGCSE NSF CCLI} project showcase", journal = j-SIGCSE, volume = "33", number = "1", pages = "418--418", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364803", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grissom:2001:PTT, author = "Scott Grissom and Tom Naps and Nick Parlante and Pamela Lawhead", title = "Practical teaching tips from around the world", journal = j-SIGCSE, volume = "33", number = "1", pages = "419--419", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364807", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bernat:2001:TAN, author = "Andrew Bernat and Harriet Taylor", title = "Taking advantage of national science foundation funding opportunities", journal = j-SIGCSE, volume = "33", number = "1", pages = "420--420", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364809", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2001:SIS, author = "John T. Gorgone and Doris K. Lidtke and David Feinstein", title = "Status of information systems accreditation", journal = j-SIGCSE, volume = "33", number = "1", pages = "421--422", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364811", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Accreditation standards have been developed for BS programs in Information Systems and have been widely reviewed. The standards drew heavily on the existing computer science accreditation standard and recent curriculum efforts in information systems. The effort was facilitated by support from the National Science Foundation (NSFDUE 9812278). Recently CSAB approved the process to accredit IS programs and that accreditation will begin in Fall 2002.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gries:2001:ACG, author = "David Gries and Kathleen Larson and Susan H. Rodger and Mark A. Weiss and Ursula Wolz", title = "{AP CS} goes {OO}", journal = j-SIGCSE, volume = "33", number = "1", pages = "423--24", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364813", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2001:CIA, author = "David Ginat and Dan Garcia and Owen Astrachan and Joseph Bergin", title = "Colorful illustrations of algorithmic design techniques and problem solving", journal = j-SIGCSE, volume = "33", number = "1", pages = "425--426", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364814", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Farrior:2001:UPM, author = "Debra Burton Farrior and Daniel E. Hallock", title = "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", journal = j-SIGCSE, volume = "33", number = "1", pages = "427--427", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364816", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Epstein:2001:PTE, author = "Richard G. Epstein", title = "The play's the thing: {ElderCare VR}", journal = j-SIGCSE, volume = "33", number = "1", pages = "428--428", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364818", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alphonce:2001:TUS, author = "Carl Alphonce and Debra Burhans and Helene Kershner and Barbara Sherman and Deborah Walters and Erica Eddy and Gloria Melara and Pete DePasquale and J. Philip East and Fred Springsteel and Kurt F. Lauckner", title = "Teaching using off-the shelf on-line materials", journal = j-SIGCSE, volume = "33", number = "1", pages = "429--430", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364819", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of off-the-shelf on-line materials presents several challenges. In this session panelists report on their experiences in evaluating, installing and using such materials. Both positive and negative aspects of such use are discussed. The aim of the session is to provide useful information to those considering using (and those already using) on-line materials in their teaching. The session presents information in three mini-presentations, followed by a general discussion session.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denning:2001:MCI, author = "Peter J. Denning and Wayne Dyksen and Richard LeBlanc and Edward Robertson", title = "Model curricula for {IT} schools: report of a curriculum committee", journal = j-SIGCSE, volume = "33", number = "1", pages = "431--432", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364823", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2001:CCH, author = "Eric Roberts and Gerald Engel and C. Fay Cover and Andrew McGettrick and Carl Chang and Ursula Wolz", title = "Computing curricula 2001 how will it work for you?", journal = j-SIGCSE, volume = "33", number = "1", pages = "433--434", month = mar, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/366413.364825", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:46 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the fall of 1998, the ACM Education Board and the Educational Activities Board of the IEEE Computer Society appointed representatives to a joint task force to prepare Computing Curricula 2001 (CC2001), the next installment in a series of reports on the undergraduate computer science curriculum that began in 1968 and was then updated in 1978 and 1991. Interim reports on the initial planning of the curriculum were presented at the SIGCSE symposium and the IEEE Frontiers in Education Conference in both 1999 and 2000. The CC2001 Task Force released its first draft report at the 2000 SIGCSE conference and plans to release its penultimate draft at SIGCSE 2001. The purpose of this session is to describe how we expect the recommendations of the report to apply in practice. The panelists represent a range of institutions and can therefore speak to the questions that audience members from similar institutions might have.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2001:IER, author = "Joe Turner", title = "Invited editorial: reflections on curriculum development in computing programs", journal = j-SIGCSE, volume = "33", number = "2", pages = "4--6", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571924", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Turner01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Constant changes in courses and curricula seem to be a fact of life for computing programs. Having participated in several curriculum creation and modification efforts, and in two major curriculum recommendation projects [1,2], and also having observed and reviewed many curriculum development efforts by others during the past 20 years or so, I take this opportunity to offer some observations about computing programs and issues related to their evolution and maintenance. (The term computing is used here to include programs with a wide range of names such as computer science, informatics, information systems, and computer engineering.) Most of the observations and comments that I make have been made before by myself and others, and there is no intention to make this a complete discussion of such issues. Instead, I offer some observations that seem, to me, important and relevant for many of the problems that we face today.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2001:ECW, author = "C. Dianne Martin", title = "{.Ethics @ .coms}: why {Internet} start-ups need ethics codes", journal = j-SIGCSE, volume = "33", number = "2", pages = "7--8", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571926", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Martin01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2001:HCS, author = "John A. N. Lee", title = "History in computer science education: across the curriculum initiatives", journal = j-SIGCSE, volume = "33", number = "2", pages = "8--8", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571928", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Lee01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2001:RPN, author = "Tony Clear", title = "Research paradigms and the nature of meaning and truth", journal = j-SIGCSE, volume = "33", number = "2", pages = "9--10", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571930", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Clear01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2001:NIC, author = "John T. Gorgone", title = "National {IT} curricula: issues, definition, trends, and standards", journal = j-SIGCSE, volume = "33", number = "2", pages = "11--12", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571932", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gorgone01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2001:A, author = "Nell Dale", title = "{ACE} 2000", journal = j-SIGCSE, volume = "33", number = "2", pages = "12--14", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571934", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Dale01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2001:BAL, author = "Ren{\'e}e McCauley", title = "A bounty of accessible language translation tools", journal = j-SIGCSE, volume = "33", number = "2", pages = "14--15", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571936", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#McCauley01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knox:2001:MSR, author = "Deborah L. Knox", title = "Mentoring student research: award winning poster presentations", journal = j-SIGCSE, volume = "33", number = "2", pages = "15--17", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571938", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Knox01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gersting:2001:SWW, author = "Judith L. Gersting and Frank H. Young", title = "Shall we write?", journal = j-SIGCSE, volume = "33", number = "2", pages = "18--19", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571940", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#GerstingY01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2001:CC, author = "David Ginat", title = "Color conversion", journal = j-SIGCSE, volume = "33", number = "2", pages = "20--21", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571942", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ginat01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2001:DLU, author = "Gordon Davies", title = "Distance learning at the {University of Texas--Pan American}", journal = j-SIGCSE, volume = "33", number = "2", pages = "22--23", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571944", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Davies01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klee:2001:UTY, author = "Karl J. Klee", title = "Update on two-year college activities", journal = j-SIGCSE, volume = "33", number = "2", pages = "23--24", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571946", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Klee01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2001:TLC, author = "John A. N. Lee", title = "Teaching and learning in the 21st century: the development of ``future {CS} faculty''", journal = j-SIGCSE, volume = "33", number = "2", pages = "25--30", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571948", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Lee01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Radical changes in teaching methods combined with the impact of the world wide web and the perceived need to make greater uses of the computer in education place the new faculty member at a considerable disadvantage. The TV generation of students find that it is no longer satisfying for a teacher to profess through stand-up lectures and expectations of self-initiated activities on the part of the learners. Additionally, a new topic needs to infiltrate the computer science curriculum, a topic that is not in the general repertoire of future faculty. This topic combines studies of ethical, social, and professional responsibilities with the other elements of the field. This paper proposes a curriculum for future faculty workshops to prepare new faculty to serve their departments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hadjerrouit:2001:WBA, author = "Said Hadjerrouit", title = "{Web}-based application development: a software engineering approach", journal = j-SIGCSE, volume = "33", number = "2", pages = "31--34", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571949", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Hadjerrouit01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "In contrast to the construction of centralised software systems which relies on a well established approach, there is a lack of a proven methodology that guides software engineers in building web-based applications. The focus is still on technology rather than analysis and design issues. However, just as the focus in software engineering shifted from programming to process thirty years ago, the focus with web-based construction must shift from technical issues to the development process. This paper describes a software engineering methodology for developing web-based applications motivated by pedagogical and pragmatic considerations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2001:BCR, author = "Timothy J. Rolfe", title = "Binomial coefficient recursion: the good, and the bad and ugly", journal = j-SIGCSE, volume = "33", number = "2", pages = "35--36", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571950", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Rolfe01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "The binomial coefficient or, alternatively, the number of combinations of n items taken k at a time, provides two defining recurrences. One of these provides a very useful recursive function a very good way for a program to calculate this function. The other provides a very wasteful recursive function the balancing bad and ugly way.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Olagunju:2001:JCS, author = "Amos O. Olagunju and Katrenia Geiger", title = "Just clicking some theoretical aspects of computing", journal = j-SIGCSE, volume = "33", number = "2", pages = "37--38", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571951", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#OlagunjuG01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "This paper discusses recurring challenges confronting pedagogical pioneers of an introduction to the theory of computing at the undergraduate level. A generalized click game is presented for use as a vehicle to vitalize the introduction of the elements of the theory of computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Miller:2001:PEC, author = "Nancy E. Miller and Donna S. Reese", title = "A placement examination for computer science {II}", journal = j-SIGCSE, volume = "33", number = "2", pages = "39--42", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571952", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#MillerR01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Students enrolling in Computer Science II at Mississippi State University (MSU) have widely varying backgrounds. Some have taken the prerequisite course at MSU, some have transferred from community colleges offering the prerequisite, and some are new graduate students with undergraduate deficiencies. Proper placement of students in the introductory courses is necessary to give those students with little background in object-oriented software development an opportunity for success, while challenging students who may have had substantial programming experience elsewhere. The Department has developed and tested a placement examination. The examination helps students decide if they should enroll in an introductory course that assumes some previous programming experience without object-oriented software development, or if they should begin in Computer Science II that assumes knowledge of C++ with object-oriented design. The score on the placement exam demonstrated predictive power when trying to distinguish, coarsely, between those students who will probably pass the Computer Science II course and those students who are at risk of failing the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beaubouef:2001:USE, author = "Theresa Beaubouef and Richard Lucas and James Howatt", title = "The {UNLOCK} system: enhancing problem solving skills in {CS}-1 students", journal = j-SIGCSE, volume = "33", number = "2", pages = "43--46", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571953", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#BeaubouefLH01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Many colleges typically lose 50\% of their CS1 students because they possess no fundamental problem solving skill. The development of an interactive learning tool, UNLOCK, teaches students those fundamental skills. This article describes UNLOCK. The goal is to increase CS1 retention, thereby increasing the numbers of CS graduates.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Butler:2001:WBL, author = "Jucain E. Butler and Jay B. Brockman", title = "A {Web}-based learning tool that simulates a simple computer architecture", journal = j-SIGCSE, volume = "33", number = "2", pages = "47--50", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571954", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ButlerB01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "As a supplement to an introduction to engineering systems course, the article presents a self-paced, web-based learning tool that introduces computer concepts by simulating the Lego Mindstorm's RCX programmable brick. It discusses the motivation for creating this tool and its implementation. The materials presented give students a broader perspective of an engineering system (the computer) and a sense of what goes on under the hood of a computer. They also give students, in conjunction with a physical laboratory project, a sense of working on a real workplace assignment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Golub:2001:PBD, author = "Evan Golub", title = "{PC}-based development environments and a {Unix}-centric curriculum: some practical issues", journal = j-SIGCSE, volume = "33", number = "2", pages = "51--54", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571955", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Golub01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "As computers have become a more common household item, computer science students are able to work at home rather than in campus labs. At institutions that have Unix-centric resources, students are able to use these home computers to connect to campus machines remotely. However, some students want to use a PC-based development environment rather than the ones available under Unix. Do they gain an advantage? Are there problems that they will encounter when they bring their program into the Unix environment?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gupta:2001:ITL, author = "Gireesh K. Gupta", title = "Information technology and liberal arts", journal = j-SIGCSE, volume = "33", number = "2", pages = "55--57", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571956", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gupta01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "A college campus without information technology resources is like a human body without the nervous system. Today, information technology is essential to learning and communication. Small liberal arts institutions must provide information technology resources on their campuses and must upgrade them regularly to incorporate technological advancements not only to provide better education, but also for the very survival.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2001:BDR, author = "Mordechai Ben-Ari", title = "The bug that destroyed a rocket", journal = j-SIGCSE, volume = "33", number = "2", pages = "58--59", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571958", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ben-Ari01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "In the 2000 December issue of inroads, Michael Williams suggested that the failure of the Ariane 5 rocket launch could be used as a case study in teaching programming concepts. Here is an article I wrote several years ago in which I present the story of the Ariane 5 in terms used to teach introductory computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2001:STR, author = "Henry Walker", title = "{SIGCSE Treasurer}'s report for the {June 2001 SIGCSE Bulletin}", journal = j-SIGCSE, volume = "33", number = "2", pages = "60--62", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571960", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Walker01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2001:STF, author = "Vicki L. Almstrum and C. Neville Dean and Don Goelman and Thomas B. Hilburn and Jan Smith", title = "Support for teaching formal methods", journal = j-SIGCSE, volume = "33", number = "2", pages = "71--88", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571962", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#AlmstrumDGHS01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "This report describes a growth path for the area referred to as formal methods within the computing education community. We define the term formal methods and situate it within our field by highlighting its role in Computing Curricula 1991, Computing Curricula 2001, and the SoftWare Engineering Body Of Knowledge (SWEBOK). The working group proposes an enhancement to an existing web resource, which is a rich collection of materials and links related to formal methods. The new resource is designed to provide a bridge between the general computing education community and the formal methods community. The goal is to allow the latter to provide useful support for the former for the ultimate benefit of all of our students. Eventually, the working group aspires to see the concepts of formal methods integrated seamlessly into the computing curriculum so that it is not necessary to separate them in our discussions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2001:NPR, author = "Joseph Bergin and Charles Kelemen and Myles F. McNally and Thomas L. Naps and Michael Goldweber and Chris Power and Stephen J. Hartley", title = "Non-programming resources for an introduction to {CS}: a collection of resources for the first courses in computer science", journal = j-SIGCSE, volume = "33", number = "2", pages = "89--100", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571963", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#BerginKMNGPH01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Well constructed non-programming resources have proven invaluable in aiding students master introductory CS topics. Unfortunately, such resources are hard to identify and/or develop. A working group was convened concurrent with the ITiCSE 2000 conference to examine this issue. This paper, and an accompanying Web page (http://csis.pace.edu/~bergin/iticse2000) have therefore been developed to foster the development and distribution of resources that educators can use to introduce important introductory computer science topics without programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2001:DDL, author = "Tony Clear and Arto Haataja and Jeanine Meyer and Jarkko Suhonen and Stuart A. Varden", title = "Dimensions of distance learning for computer education", journal = j-SIGCSE, volume = "33", number = "2", pages = "101--110", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571964", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ClearHMSV01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "In this paper, we explore what is variously termed distance learning (DL), asynchronous, online, Web-based, and Web-supported learning in terms of how it can support and perhaps even improve the fields of education involving computing. We use the term distributed education to cover all mentioned topics. We describe how the incorporation of these methods can benefit computer education. These benefits arise because of the nature of the computing field, the profound requirements for students to understand concepts and acquire skills as opposed to mere exposure to facts, and our assessment that distributed education has the potential to address many of the challenges identified. We conclude with suggestions on the incorporation of distributed methods into computer education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2001:DET, author = "Lillian (Boots) Cassel and Mark A. Holliday and Deepak Kumar and John Impagliazzo and Kevin Bolding and Murray Pearson and Jim Davies and Gregory S. Wolffe and William Yurcik", title = "Distributed expertise for teaching computer organization \& architecture", journal = j-SIGCSE, volume = "33", number = "2", pages = "111--126", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571965", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#CasselHKIBPDWY01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "This report presents preliminary results from our project on creating distributed expertise for teaching computer organization \& architecture course(s) in the undergraduate computer science curriculum. We present the details of an online survey designed to gather information from faculty on the current state of teaching this course. The survey also tries to identify specific areas of need for creating distributed expertise as reported by various faculty. We also present several resources that have been identified that are available for use by faculty teaching the course(s). This report represents a mid-point of an ongoing two-year study. Following a discussion of the currently identified needs, we discuss ways to address them and conclude the report with a plan of action that will follow in the next phase of the project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lavonen:2001:UCS, author = "Jari Lavonen and Veijo Meisalo and Matti Lattu and Liisa Leinonen and Tadeusz Wilusz", title = "Using computers in science and technology education", journal = j-SIGCSE, volume = "33", number = "2", pages = "127--135", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571966", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#LavonenMLLW01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "This working group wishes to promote interaction of computer scientists and educational researchers. Such an interaction would benefit not only educational sciences and computer science education but also contribute to computer science e.g., through behaviour metaphors in robotics. We have initiated an analysis of computer uses in education starting from applications especially in science and technology education. Having analysed various roles of computers in educational processes in the above area we have also identified technological requirements of modern learning environments and defined the concept of a rich learning environment. We use the Open Market metaphor to concretise this concept in two different cases. Finally, we present as an outcome of our cooperative analysis basic goals for technological literacy and a description of a technology literate student.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Little:2001:ICI, author = "Joyce Currie Little and Mary J. Granger and Elizabeth S. Adams and Jaana Holvikivi and Susan K. Lippert and Henry MacKay Walker and Alison Young", title = "Integrating cultural issues into the computer and information technology curriculum", journal = j-SIGCSE, volume = "33", number = "2", pages = "136--154", month = jun, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/571922.571967", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:49 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#LittleGAHLWY01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Industry leaders and educators in Computer and Information Technology (CIT) have expressed a need for graduates to have a background in professional, societal, and ethical concerns as well as a strong technical capability (Huff and Martin, 1995). Some educators have gone so far as to include cultural awareness: ``The cultural dimensions of information technology can no longer be ignored, with the expansion of the global economy, global markets and global communication enabled by information technology'' (Hasan and Ditsa, 1998, p. 5). The rationale for supporting and enhancing instruction in cultural issues for CIT workers comes from the growing globalization of the world in communication, the increase of trans-national organizational mergers and partnerships, the merging of various populations within national boundaries, the increasing traffic of individuals to different countries around the world, and the severe shortage of information technology personnel throughout the world. This paper provides material to support the inclusion of cultural issues within the CIT curriculum. The topics identified, which include diversity and multiculturalism, organizational cultures, professional cultures, socio-economic issues, and gender issues, form a foundation body of knowledge that, once learned, can improve and enhance the work of the information technology professional. Exercises are provided that can be incorporated into existing CIT courses across a wide variety of programs, nations, and cultures. As the internationalization of education continues, more exercises and examples will surely arise from the CIT community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce:2001:EDP, author = "Kim B. Bruce and Andrea P. Danyluk and Thomas P. Murtagh", title = "Event-driven programming is simple enough for {CS1}", journal = j-SIGCSE, volume = "33", number = "3", pages = "1--4", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have recently designed a CS 1 course that integrates event-driven programming from the very start. Our experience teaching this course runs counter to the prevailing sense that these techniques would add complexity to the content of CS 1. Instead, we found that they were simple to present and that they also simplified the presentation of other material in the course. In this paper, we explain the approach we used to introduce event-driven methods and discuss the factors underlying our success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aedo:2001:ASE, author = "Ignacio Aedo and Paloma D{\'\i}az", title = "Applying software engineering methods for hypermedia systems", journal = j-SIGCSE, volume = "33", number = "3", pages = "5--8", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Despite the existence of software engineering methods for hypermedia development, this process is not as systematic as it could be expected and, in fact, the ``hypermedia software crisis'' still remains. This situation can be attributed to the scarce dissemination of methods for hypermedia. In this context, we present our experience teaching a software engineering method for hypermedia, called Ariadne, which is used to develop hypermedia applications following a user-centered approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vat:2001:THS, author = "Kam Hou Vat", title = "Teaching {HCI} with scenario-based design: the constructivist's synthesis", journal = j-SIGCSE, volume = "33", number = "3", pages = "9--12", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the application of scenario-based design in the teaching of Human-Computer Interaction (HCI), in an undergraduate Software Engineering program. Specifically, we describe how the ideas of constructivism can be synthesized with the team-based efforts in managing software requirements. The paper serves as an experience report of an ongoing action research the author has been executing to revise the curriculum and pedagogy of a junior core course entitled Software Psychology. In particular, we depict some problem scenarios, helping the evolution of the course content, and developing our students as self-directed work teams of software professionals. The paper concludes with the author's lessons learned with this course enactment plus the necessary reflective evaluations therein.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Czajkowski:2001:SPS, author = "Michael F. Czajkowski and Cheryl V. Foster and Thomas T. Hewett and Joseph A. Casacio and William C. Regli and Heike A. Sperber", title = "A student project in software evaluation", journal = j-SIGCSE, volume = "33", number = "3", pages = "13--16", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Properly educating computer scientists involves teaching effective means to properly engineer a system. An important part of such engineering work is ensuring that the computing system is both useful and usable. While many systems out there today are difficult to use, performing usability engineering on a system during its development has been shown to be an effective way to make a system more usable. The problem is fitting practical experience into the curriculum. This paper discusses a case example of how a team of undergraduate students learned to take a software system during its developing stages and perform effective usability engineering following the ``thinking out loud'' methodology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guzdial:2001:UCM, author = "Mark Guzdial", title = "Use of collaborative multimedia in computer science classes", journal = j-SIGCSE, volume = "33", number = "3", pages = "17--20", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While there is a lot of speculation about the benefits of multimedia exploration, research on learning and technology suggests that the creation of media by students has even greater benefit for learning. Students learn through articulating their knowledge in their multimedia documents, reviewing their own work, and receiving comments and critiques on their work. In the research of the Collaborative Software Lab (http://coweb.cc.gatech.edu/csl), we are particularly interested in exploring the creation of media through collaborative technology. By having students work together in creating diverse media, we encourage review and critique, and create opportunities for joint learning. We have been using an environment for collaborative multimedia in several computer science classes, and in this paper, we describe some of the activities that teachers have invented for using the CoWeb.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mendes:2001:CFT, author = "Emilia Mendes and Nile Mosley and Steve Counsell", title = "The cognitive flexibility theory: an approach for teaching {Hypermedia Engineering}", journal = j-SIGCSE, volume = "33", number = "3", pages = "21--24", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Hypermedia engineering constitutes the employment of an engineering approach to the development of hypermedia applications. Its main teaching objectives are for students to learn what an engineering approach means and how measurement can be applied. This paper presents the application of the Cognitive Flexibility Theory as an instructional theory to teach Hypermedia Engineering principles. Early results have shown that students presented a greater learning variability (suggested by their exam marks) when exposed to the CFT as a teaching practice, compared to conventional methods.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sooriamurthi:2001:PCR, author = "Raja Sooriamurthi", title = "Problems in comprehending recursion and suggested solutions", journal = j-SIGCSE, volume = "33", number = "3", pages = "25--28", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recursion is a very powerful and useful problem solving strategy. But, along with pointers and dynamic data structures, many beginning programmers consider recursion to be a difficult concept to master. This paper reports on a study of upper-division undergraduate students on their difficulty in comprehending the ideas behind recursion. Three issues emerged as the points of difficulty for the students: (1) insufficient exposure to declarative thinking in a programming context (2) inadequate appreciation of the concept of functional abstraction (3) lack of a proper methodology to express a recursive solution. The paper concludes with a discussion of our approach to teaching recursion, which addresses these issues. Classroom experience indicates this approach effectively aids students' comprehension of recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Learmonth:2001:FDI, author = "Rod Learmonth", title = "Flexible delivery of information systems as a core {MBA} subject", journal = j-SIGCSE, volume = "33", number = "3", pages = "29--32", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In terms of prior education, culture and life experience, a diverse student profile is evident in the intake into the Master of Business Administration (MBA) degree. Students may be experiencing tertiary education for the first time (industry experience entry) or adapting to a different education process (international students).In redeveloping the core MBA subject, Information Systems, materials were constructed to support student-driven ``just in time'' learning. This argues for an information age pedagogical model in which learning can occur with efficiency, at the student's own pace, anytime and at a location of their choosing. The paper outlines the teaching and learning context, delivery infrastructure and activities developed in response to this model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolling:2001:GTO, author = "Michael K{\"o}lling and John Rosenberg", title = "Guidelines for teaching object orientation with {Java}", journal = j-SIGCSE, volume = "33", number = "3", pages = "33--36", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "How to best teach object orientation to first year students is currently a topic of much debate. One of the tools suggested to aid in this task is BlueJ, an integrated development environment specifically designed for teaching. BlueJ supports a unique style of introduction of OO concepts. In this paper we discuss a set of problems with OO teaching, present some guidelines for better course design and show how BlueJ can be used to make significant improvements to introductory OO courses. We end by presenting a description of a possible project sequence using this teaching approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murtagh:2001:TBF, author = "Thomas P. Murtagh", title = "Teaching breadth-first depth-first", journal = j-SIGCSE, volume = "33", number = "3", pages = "37--40", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper argues that current approaches to teaching the introductory course for the CS major fail to provide students with an accurate sense of the nature of our field. We propose that an introductory course focused on a single sub-field of our discipline could better prepare potential majors by using that sub-field as a vehicle to present an overview of the techniques and principles fundamental to computer science. We discuss our experience with such a course based on the field of computer networks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haberman:2001:ABB, author = "Bruria Haberman and Yifat Ben-David Kolikant", title = "Activating ``black boxes'' instead of opening ``zipper'' --- a method of teaching novices basic {CS} concepts", journal = j-SIGCSE, volume = "33", number = "3", pages = "41--44", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we implement and evaluate of a unique instructional method for teaching basic concepts in computer science. This method is based on introducing a new concept through activating ``black boxes'' that demonstrate the properties of the concept and its role in the computing process. We used the ``black box''-based instructional method to teach basic concepts of computation to novice high-school students. Later we conducted research aimed at assessing the effectiveness of this method on novice students' perceptions of basic concepts in computation. Research results indicated that students who learned according to the ``black box''-based approach gained a better understanding of the basic computational model, compared to students who learned according to the traditional ``zipper'' approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2001:LIB, author = "Amruth N. Kumar", title = "Learning the interaction between pointers and scope in {C++}", journal = j-SIGCSE, volume = "33", number = "3", pages = "45--48", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377466", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditionally, pointers, and their interaction with scope in C++ have been a source of frustration and confusion for students in our Computer Science II course. Since problem-solving is known to improve learning [6], we set out to develop software that would help our students better understand these concepts by repeatedly solving problems based on them. In this paper, we will first describe the design and features of this software. We conducted tests in two sections of our Computer Science II course this fall to evaluate the effectiveness of using this software. The results have been very encouraging: the class average in both the sections increased by 100\% from the pretest to the post-test. We will also present the design and results of these tests.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Byrne:2001:ESA, author = "Pat Byrne and Gerry Lyons", title = "The effect of student attributes on success in programming", journal = j-SIGCSE, volume = "33", number = "3", pages = "49--52", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines the relationship between student results in a first year programming course and predisposition factors of gender, prior computing experience, learning style and academic performance to date. While the study does not suggest that any dominant attributes are related to success in programming, there are some interesting outcomes which will have implications for teaching and learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jenkins:2001:MSP, author = "Tony Jenkins", title = "The motivation of students of programming", journal = j-SIGCSE, volume = "33", number = "3", pages = "53--56", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students approach the study of computing in Higher Education in increasing numbers from an increasingly wide variety of backgrounds. In most degree level courses one of the first modules students will encounter is intended to teach them to program. As the students become more diverse, so do their motivations for taking their degree. Anecdotal evidence from many institutions is that students are becoming more tactical, and will engage only in those activities that they see as contributing to an eventual highly paid job. This paper describes an investigation into the motivations of students for taking a degree in computing, and for studying programming in particular. The results raise a number of issues for the teaching of programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lancaster:2001:TEF, author = "Thomas Lancaster and Fintan Culwin", title = "Towards an error free plagiarism detection process", journal = j-SIGCSE, volume = "33", number = "3", pages = "57--60", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For decades many computing departments have deployed systems for the detection of plagiarised student source code submissions. Automated systems to detect free-text student plagiarism are just becoming available and the experience of computing educators is valuable for their successful deployment. This paper describes a Four-Stage Plagiarism Detection Process that attempts to ensure no suspicious similarity is missed and that no student is unfairly accused of plagiarism. Required characteristics of an effective similarity detection engine are proposed and an investigation of a simple engine is described. An innovative prototype tool designed to decrease the workload of tutors investigating undue similarity is also presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dick:2001:IOC, author = "Martin Dick and Judy Sheard and Selby Markham", title = "Is it okay to cheat? --- the views of postgraduate students", journal = j-SIGCSE, volume = "33", number = "3", pages = "61--64", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines the attitudes of students in the Masters of Information Technology, Honours Degree in the Bachelor of Computing and Graduate Diploma of Computing at Monash University. Students were surveyed on the acceptability of a variety of scenarios involving cheating and on their knowledge of the occurrence of these scenarios. The survey found a strong consensus amongst the students as to what was acceptable or unacceptable practice. The paper then examines the significance of these results for educators aiming to prevent cheating amongst their students. The study reported is part of a larger study currently being undertaken in the School of Computer Science and Software Engineering (CSSE) at Monash University.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Filho:2001:RES, author = "Wilson P. Paula Filho", title = "Requirements for an educational software development process", journal = j-SIGCSE, volume = "33", number = "3", pages = "65--68", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377476", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Software engineering education must provide the students with knowledge and practice of software development processes. These must be used in course projects, to confront the students with realistic software engineering issues. A requirements set for educational software development processes is proposed here. It includes requirements about process architecture, team orientation, project life cycle, standards and practices, student support and instructor support. Some published real-life processes were evaluated against these requirements, and a new process was designed to meet them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hause:2001:IFS, author = "Martha L. Hause and Vicki L. Almstrum and Mary Z. Last and M. R. Woodroffe", title = "Interaction factors in software development performance in distributed student teams in computer science", journal = j-SIGCSE, volume = "33", number = "3", pages = "69--72", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This research in progress paper compares the characteristics of high and low performance distributed student teams doing software development in Computer Science. The distributed student teams were involved in a software development project that was part of a Computer Science course at two universities located in different countries. We developed a set of categories to examine the email communication of distributed student teams. This paper tracks the progression and changes in the categories coded for each team's communication throughout the project's timeline, particularly during key decision periods in the software development cycle.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rutherfoord:2001:UPI, author = "Rebecca H. Rutherfoord", title = "Using personality inventories to help form teams for software engineering class projects", journal = j-SIGCSE, volume = "33", number = "3", pages = "73--76", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377486", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As faculty create their teams for software engineering class projects various techniques may be used to create these teams. Random selection as well as structured assignments all have varied strengths and weaknesses. One method for selecting students involves using personality inventories to assess the various personality types of the students. This paper will discuss how the author used the Keirsey Temperament Sorter to select teams for a software engineering class and some of the results of this experiment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevens:2001:ETS, author = "K. Todd Stevens", title = "Experiences teaching software engineering for the first time", journal = j-SIGCSE, volume = "33", number = "3", pages = "77--80", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an approach to teaching a Software Engineering course, as well as significant feedback from the students who were enrolled in the first offering of the course using this approach. The course provided students with conceptual material as well as experience with a large project. Just teaching concepts or major topics, while important, is not sufficient; students need hands-on exposure to doing a large project in order to comprehend the complexity of building real systems. On the other hand a course cannot ``teach'' only a project because students need a conceptual framework, approaches, and techniques upon which to base the complexities of software engineering. The feedback from the students who took the first offering of the course provides useful information to anyone who teaches Software Engineering, in addition to instructors preparing to teach the subject for the first time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2001:MAU, author = "David Ginat", title = "Metacognitive awareness utilized for learning control elements in algorithmic problem solving", journal = j-SIGCSE, volume = "33", number = "3", pages = "81--84", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students who demonstrate high self-explanation ability show advanced metacognitive awareness of their own problem solving process. This awareness can be utilized to reveal and apply control elements they experience during problem solving. In this paper we present a study of capitalizing on student awareness for developing their control competence during algorithmic problem solving. We describe the rational for our study, illustrate the learning process through an initial problem solving activity, and show the outcome of this learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chalk:2001:SLV, author = "Peter Chalk", title = "Scaffolding learning in virtual environments", journal = j-SIGCSE, volume = "33", number = "3", pages = "85--88", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377492", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As the use of on-line teaching environments increases, tutors need to identify the tasks, procedures and interventions that enhance the quality of student learning. One theory of instruction in problem solving is scaffolding and this is used as a guide to analysis of actual interventions by the author in a software engineering assignment. Stored models of the students' solutions show various misconceptions and the tutor's comments in each case are shown to belong to one of the six categories listed in the original definition of scaffolding. One possible outcome could be the outline of a possible new instructional design pattern for this method of tutoring.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosbottom:2001:HLS, author = "John Rosbottom", title = "Hybrid learning --- a safe route into {Web}-based open and distance learning for the computer science teacher", journal = j-SIGCSE, volume = "33", number = "3", pages = "89--92", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The hybrid learner is located on a continuum between the traditional student attending face to face classes in a University and the distance learner who may never visit the institution, except perhaps to graduate. Modern methods of web-based open and distance learning make hybrid learning attractive and accessible to students. Computer Science students in particular make very good hybrid students because the content of the Computer Science curriculum has a strong practical element that is conducive to independent learning methods, and because they have a familiarity with the tools used in hybrid learning. Suggestions are given on how a teacher may develop web-based open and distance learning (WEB-ODL) for hybrid learners.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carbone:2001:CPE, author = "Angela Carbone and John Hurst and Ian Mitchell and Dick Gunstone", title = "Characteristics of programming exercises that lead to poor learning tendencies: {Part II}", journal = j-SIGCSE, volume = "33", number = "3", pages = "93--96", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have not been considered as a vehicle that can direct learning behaviours in students. In this paper attention is paid to features of programming tasks that led to the following three poor learning behaviours: non-retrieval, lack of internal reflective thinking and lack of external reflective thinking. The data gathered for this study is provided by students and tutors, and describes the students' engagement in the tasks. The paper concludes with a list of generic improvements that should be considered when formulating programming exercises to minimise poor learning behaviours in students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ciesielski:2001:UAS, author = "Vic Ciesielski and Peter McDonald", title = "Using animation of state space algorithms to overcome student learning difficulties", journal = j-SIGCSE, volume = "33", number = "3", pages = "97--100", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe an algorithm animation system for artificial intelligence search algorithms. We have identified a number learning difficulties experienced by students studying search algorithms and designed the animation system to help students to overcome these difficulties. As well as the usual single step mode for assistance in learning the individual steps of an algorithm, the system supports an innovative burst mode for visualising qualitative behaviour and facilitating comparisons between different algorithms and heuristic functions. The system has successfully been used in the classroom for 4 years and survey results indicate use of the system improves understanding. An empirical study comparing a group of 15 students using the animation system and 15 students who wrote programs for the algorithms revealed a generally similar level of understanding, however the animation group was better at dealing with questions about qualitative behaviour.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Khuri:2001:EEV, author = "Sami Khuri and Klaus Holzapfel", title = "{EVEGA}: an educational visualization environment for graph algorithms", journal = j-SIGCSE, volume = "33", number = "3", pages = "101--104", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377497", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the package EVEGA (Educational Visualization Environment for Graph Algorithms) and possible ways of incorporating it into the teaching of algorithms. The tool is freely available, platform- and network-independent, and highly interactive. The tool is designed for three different groups of users: students, instructors, and developers. Interaction with EVEGA can be achieved through the exploration of existing default visualizations, through the direct manipulation of graphical objects, or through the implementation and visualization of new algorithms using existing classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Karvonen:2001:VCM, author = "Antti Karvonen and Erkki Rautama and Jorma Tarhio and Jari Turkia", title = "Versatile concept map viewing on the {Web}", journal = j-SIGCSE, volume = "33", number = "3", pages = "105--108", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377504", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present an applet-based system viewing concept maps on the Web. The input consists of a concept map written in a description language with optional style and layout definitions. The system has numerous applications, because many kinds of graphs, trees, and flowcharts written by humans or generated by other software can be shown in addition to traditional concept maps.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dann:2001:UVT, author = "Wanda Dann and Stephen Cooper and Randy Pausch", title = "Using visualization to teach novices recursion", journal = j-SIGCSE, volume = "33", number = "3", pages = "109--112", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377507", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an approach for introducing recursion, as part of a course for novice programmers. The course is designed to make use of a 3-D animation world-builder as a visualization tool that allows students to see their own programs in action. One of the pedagogical goals of the course is to enable the student to gain an intuitive sense of and mathematical insight into the recursive process. The software, examples of animation using recursion, and some experiences in using this approach are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2001:ASAa, author = "Lisa C. Kaczmarczyk", title = "Accreditation and student assessment in distance education: why we all need to pay attention", journal = j-SIGCSE, volume = "33", number = "3", pages = "113--116", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377659", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Distance Education (D.E.) is changing fundamental debates about academic integrity and rigor. The role of teaching and learning is being discussed with respect to both accreditation and student assessment. Evidence suggests that popular methods of student assessment in D.E. differ little from traditional methods. Studies of cheating in D.E. show that perceptions do not match reality. Accrediting agencies are grappling with an inherent educational paradigm shift. Beliefs about professional autonomy and academic freedom may be affected. Computer Scientists are in a unique position to understand the implications of this technology-driven debate. We need to educate ourselves about these issues and make our voices heard.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2001:ASAb, author = "Lisa C. Kaczmarczyk", title = "Accreditation and student assessment in distance education (poster session): why we all need to pay attention", journal = j-SIGCSE, volume = "33", number = "3", pages = "113--116", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377717", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Distance Education (D.E.) is changing fundamental debates about academic integrity and rigor. The role of teaching and learning is being discussed with respect to both accreditation and student assessment. Evidence suggests that popular methods of student assessment in D.E. differ little from traditional methods. Studies of cheating in D.E. show that perceptions do not match reality. Accrediting agencies are grappling with an inherent educational paradigm shift. Beliefs about professional autonomy and academic freedom may be affected. Computer Scientists are in a unique position to understand the implications of this technology-driven debate. We need to educate ourselves about these issues and make our voices heard.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2001:OSS, author = "Pete Thomas and Kit Logan", title = "Observational studies of student errors in a distance learning environment using a remote recording and replay tool", journal = j-SIGCSE, volume = "33", number = "3", pages = "117--120", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377661", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "AESOP is An Electronic Student Observatory Project consisting of a set of tools written in Smalltalk allowing student's activities and progress through an on-line distance education course to be remotely recorded, replayed and analysed. The following paper outlines some initial findings from observations made on a cross-sectional group of 368 volunteers taking the course in 2000. Students observed using low resolution 640 x 480 screens were noted to take significantly longer to complete on-line course work (p=0.018). Differences between genders were also found with females reporting less comfort at using computers and males using a greater variety of central processing units. Some evidence indicates that female students were also more likely to be using lower specification machines than males although the differences noted were found to be just outside significance levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2001:CIE, author = "Tony Clear and Mats Daniels", title = "A cyber-icebreaker for an effective virtual group?", journal = j-SIGCSE, volume = "33", number = "3", pages = "121--124", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377662", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports selected results from the most recent of a series of international collaborative trials between students at Auckland University of Technology and Uppsala University. The trials require students to work together in virtual groups, comprising students from each institution, to perform a common task. The topic of this paper is how to form and sustain more effective virtual groups. In this trial a cyber-icebreaker task has been introduced and its contribution to group effectiveness is explored. Some conclusions are drawn pinpointing the strengths and weaknesses of this trial design, and some insights into effective design of electronic collaborative learning groups are gained.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Azadegan:2001:ICP, author = "Shiva Azadegan and Chao Lu", title = "An international common project: implementation phase", journal = j-SIGCSE, volume = "33", number = "3", pages = "125--128", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377663", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "To better prepare students to work in globally distributed organizations, to develop effective communication skills to deal with the communication barriers that are inherent in such settings and to provide students with the opportunity to be involved in a complete software development cycle of a ``real-world'' project, from design to integration and testing, we have developed a course based on an ``International Common Project'' (ICP) model [3] of the US-EC (European Community) Consortium ``Towards a Common Computer Science Curriculum and Mutual Degree Recognition'' [1]. The course is scheduled for the Spring Semester, 2001, and Towson University, Maryland, USA and Evry University, France, will participate in this project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huizinga:2001:ITI, author = "Dorota M. Huizinga", title = "Identifying topics for instructional improvement through on-line tracking of programming assignments", journal = j-SIGCSE, volume = "33", number = "3", pages = "129--132", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377664", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper stresses the need for identifying specific learning objectives for student programming projects and describes the use of an on-line project submission system for assessment of those objectives. Specifically, the emphasis of the article is on on-line tracking of student progress in order to identify topics that need particular instructional attention. The examples and data collected are drawn from a junior level operating system course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saikkonen:2001:FAA, author = "Riku Saikkonen and Lauri Malmi and Ari Korhonen", title = "Fully automatic assessment of programming exercises", journal = j-SIGCSE, volume = "33", number = "3", pages = "133--136", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377666", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Automatic assessment of programming exercises has become an important method for grading students' exercises and giving feedback for them in mass courses. We describe a system called Scheme-robo, which has been designed for assessing programming exercises written in the functional programming language Scheme. The system assesses individual procedures instead of complete programs. In addition to checking the correctness of students' solutions the system provides many different tools for analysing other things in the program like its structure and running time, and possible plagiarism. The system has been in production use on our introductory programming course with some 300 students for two years with good results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Satratzemi:2001:SPV, author = "Maria Satratzemi and Vassilios Dagdilelis and Georgios Evagelidis", title = "A system for program visualization and problem-solving path assessment of novice programmers", journal = j-SIGCSE, volume = "33", number = "3", pages = "137--140", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377667", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an educational programming environment, called AnimPascal. AnimPascal is a program animator that incorporates the ability to record problem-solving paths followed by students. The aim of AnimPascal is to help students understand the phases of developing, verifying, debugging, and executing a program. Also, by recording the different versions of student programs, it can help teachers discover student conceptions about programming. In this paper we describe how our system works and present some empirical results concerning student conceptions when trying to solve a problem of algorithmic or programming nature. Finally, we present our plans for further extensions to our software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Medley:2001:UQR, author = "M. Dee Medley", title = "Using qualitative research software for {CS} education research", journal = j-SIGCSE, volume = "33", number = "3", pages = "141--144", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377668", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research in Computer Science education has become more and more important in recent years. Both quantitative and qualitative research methods yield interesting results, but most researchers in our field rely on software for only the quantitative methods. This paper describes one of several packages on the market that support qualitative research methods. These packages make qualitative research less unwieldy and provide the researcher with excellent tools for doing far more detailed analysis of the data than is possible by hand. The data for such analysis may come from a variety of sources including on-line or written tests, programming assignments, and exit interviews for assessment purposes. The results of qualitative research can produce a better understanding of the larger picture in the environment under study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Claypool:2001:OSL, author = "Mark Claypool and David Finkel and Craig Wills", title = "An open source laboratory for operating systems projects", journal = j-SIGCSE, volume = "33", number = "3", pages = "145--148", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377669", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Typical undergraduate operating systems projects use services provided by an operating system via system calls or develop code in a simulated operating system. With the increasing popularity of operating systems with open source code such as Linux, there are untapped possibilities for operating systems projects to modify real operating system code. We present the hardware and software configuration of an open source laboratory that promises to provide students that use it with a better understanding of operating system internals than is typically gained in a traditional operating systems course. Our preliminary projects and evaluation suggest that thus far the lab has achieved its primary goal in that students that used the lab feel more knowledgeable in operating systems and more confident in their ability to write and modify operating system code.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koldehofe:2001:UAI, author = "Boris Koldehofe and Philippas Tsigas", title = "Using actors in an interactive animation in a graduate course on distributed system", journal = j-SIGCSE, volume = "33", number = "3", pages = "149--152", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377670", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe and evaluate an experiment where actors were used to simulate the behaviour of processes in a distributed system in order to explain the concept of self-stabilisation in a graduate course on distributed systems. A self-stabilising system is one that ensures that the system's behaviour eventually stabilises to a safe subset of states regardless of the initial state. Protocols satisfying this elegant property, which enables a system to recover from transient failures that can alter the state of the system, are often hard to understand, especially for students that have not studied distributed computing and systems before. The experiment was part of an introductory course on distributed computing and systems for graduates in October 2000. The purpose of this interactive animation was to introduce to the students the basic concepts behind self-stabilisation (eligible states, transient faults, execution convergence) before their formal introduction. All of the students had a degree either in mathematics or computing science and had taken a course on algorithms before. However, most of the students did not have a background in distributed systems or distributed algorithms. The latter was not only the motivation for preparing this method of presentation but also what made this a challenging effort. The feedback from the class was that the concept and this teaching method were very well received. We could observe that their understanding evolved to the point that they were able to successfully come up with ideas for solutions and argue for/prove their correctness. As suggested in [1], dramatisation of executions can help the students to understand new issues and complications. This work shows that this is true even for graduate level courses. In our experiment we could conclude that dramatisation can be almost as powerful as a programming exercise in the teaching process; sometimes even more efficient, especially when we need to teach new concepts to an audience with diverse educational backgrounds. In analysing the results of our method we make a combination of the qualitative and quantitative approaches [4].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carniani:2001:NET, author = "Enrico Carniani and Renzo Davoli", title = "The {NetWire} emulator: a tool for teaching and understanding networks", journal = j-SIGCSE, volume = "33", number = "3", pages = "153--156", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377671", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The evolution of the parallel computing theory has shown over years the need for complex and reliable emulation tools for teaching, learning and developing new distributed algorithms in a realistic network environment. NetWire[emu] is a distributed architecture designed for educational and research purposes which provides a synthetic and realistic network environment that may be used to teach and learn parallel algorithms (or parallel operating systems) as well as to research and develop new distributed algorithms. NetWire is an architecture based on a client/server derivation scheme: each client can interact with one or more servers emulating one or more networks by the NOEL protocol (Network Oriented Emulation Language), which is an extension of TCL over TCP/IP specifically designed for NetWire. The user can thus control all the physical parameters of each network or part of it (communication channels, hubs, network adapters and so on).Furthermore, the NetWire API library interfaces the synthetic network environment to real software applications with ease, hiding the whole architecture behind the appearance of a network device driver, fully compatible with the operating system the applications run on. Moreover, NetWire already provides a featured Xwindows interface, and because of the integrated TCL language and the interactions between NOEL and TK, it is possible to fastly build up new and powerful GUI based programs. Thus, the field of application of NetWire is twofold: on a side, it may be used as a tool for teaching distributed algorithms on parallel and distributed operating systems, and on the other one it is a tool for the research and development of new distributed algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rickman:2001:ECN, author = "Jon Rickman and Merry McDonald and Gary McDonald and Phillip Heeler", title = "Enhancing the computer networking curriculum", journal = j-SIGCSE, volume = "33", number = "3", pages = "157--160", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377672", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An increasing number of students in computer science are requesting advanced study and active learning experiences in computer networking. Employers need graduates who not only understand the fundamentals of networking but those who can quickly be involved in network administration. Meeting these demands in the curriculum suggests that new and well-planned laboratory and internship experiences should be incorporated into the computer science curriculum. However, there are some major challenges in providing these experiences; it is much more complex than just adding another compiler or server to a laboratory. This paper describes several efforts the authors are making to meet these challenges. The environment in which these efforts have been studied is a small state-supported university, Northwest Missouri State University, in rural Missouri. Northwest has over 6,200 students pursuing baccalaureate, masters and specialist degrees. The networking environment at Northwest is more robust than one might expect. In 1987, the University became the first public institution in the United States to develop an ``Electronic Campus'' featuring University-provided, networked computing stations located in every residence hall room and faculty office. Then in 1999, each faculty member was issued a personal notebook computer and the residence halls were upgraded to Windows-based, networked desktop computers. [9]", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gregorio-Rodriguez:2001:EAW, author = "C. Gregorio-Rodr{\'\i}guez and L. Llana-D{\'\i}az and P. Palao-Gostanza and C. Pareja-Flores and R. Mart{\'\i}nez-Unanue and J. {\'A}. Vel{\'a}zquez-Iturbide", title = "{EXercita}: automatic {Web} publishing of programming exercises", journal = j-SIGCSE, volume = "33", number = "3", pages = "161--164", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377673", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "EXercita is a system designed to archive and publish programming exercises. It consists of a repository of structured documents, each describing an exercise, and several tools to manage it. Documents are marked-up with an extension of LaTeX we have designed, called eXercita, and can be automatically published as PostScript files or Web pages. In addition, exercises can be automatically published as a hierarchical Web site that mirrors the structure of the repository.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fone:2001:UFP, author = "William Fone", title = "Using a familiar package to demonstrate a difficult concept: using an excel spreadsheet model to explain the concepts of neural networks to undergraduates", journal = j-SIGCSE, volume = "33", number = "3", pages = "165--168", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377675", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A course introducing neural networks to second year undergraduates with mixed disciplinary backgrounds needed a tool to reduce the overheads of simplifying the complex mathematical and programming skills normally associated with the subject. An Excel model was produced that had the added benefit of reducing anxiety, as all students taking the course are competent with Excel spreadsheets.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Berque:2001:TTC, author = "Dave Berque and David K. Johnson and Larry Jovanovic", title = "Teaching theory of computation using pen-based computers and an electronic whiteboard", journal = j-SIGCSE, volume = "33", number = "3", pages = "169--172", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377680", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a Theory of Computation course that was taught in an electronic classroom equipped with a network of pen-based computers, a touch-sensitive electronic whiteboard, and locally written groupware that was designed to enhance the ability of teachers and students to share written information during class. We first describe the technology that was used to support the course, and then provide an overview of the instructor's use of this technology to engage students during class. Finally, we present the students' reaction to the approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carter:2001:GDP, author = "Janet Carter and Tony Jenkins", title = "Gender differences in programming? (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "173--173", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377681", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2001:CER, author = "Tony Clear and Alison Young", title = "Are computing educators and researchers different from the rest? (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "173--173", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377682", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holden:2001:ITP, author = "Jan Holden and Alison Young", title = "Innovative teaching practices in computing education (poster session): the {TLA} project", journal = j-SIGCSE, volume = "33", number = "3", pages = "174--174", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377683", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jenkins:2001:MVX, author = "Tony Jenkins", title = "Motivation = value x expectancy (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "174--174", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377684", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Linington:2001:PPE, author = "Janet Linington and Mark Dixon", title = "Picture program execution (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "175--175", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377685", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCaughey:2001:LTS, author = "Aine McCaughey and Sylvia Alexander", title = "The learning and teaching support network promoting best practice in the information and computer science academic community (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "175--175", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377686", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Choi:2001:UIM, author = "Sun-Hea Choi and Sandra Cairncross", title = "Using interactive multimedia for teaching and learning object oriented software design (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "176--176", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377687", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{English:2001:JPS, author = "John English", title = "{JEWL} (poster session): {GUI} programming for complete beginners", journal = j-SIGCSE, volume = "33", number = "3", pages = "176--176", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377688", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2001:PPP, author = "Donald Joyce and Alison Young", title = "The {PASS} project (poster session): group research into parameters affecting student success", journal = j-SIGCSE, volume = "33", number = "3", pages = "177--177", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377689", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2001:CSS, author = "Pete Thomas", title = "The coach supporting students as they learn to program (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "177--177", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377690", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wilson:2001:LDI, author = "Laura Wilson and Jon Preston and Russell Shackelford", title = "On-line dynamic interviews {(ODIN)} (poster session): a means of overcoming distance in student--teacher relations", journal = j-SIGCSE, volume = "33", number = "3", pages = "178--178", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377691", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blank:2001:CPS, author = "Glenn David Blank and William M. Pottenger and G. Drew Kessler and Martin Herr and Harriet Jaffe and Soma Roy", title = "{CIMEL} (poster session): constructive, collaborative inquiry-based multimedia {E}-learning", journal = j-SIGCSE, volume = "33", number = "3", pages = "179--179", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377692", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cover:2001:IMC, author = "Comfort Fay Cover and Robert D. Campbell and Karl J. Klee", title = "An international model for curriculum adaptation and implementation (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "179--179", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377693", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Korhonen:2001:MCA, author = "Ari Korhonen and Lauri Malmi and Riku Saikkonen", title = "Matrix --- concept animation and algorithm simulation system", journal = j-SIGCSE, volume = "33", number = "3", pages = "180--180", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377694", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{OConnor:2001:SPI, author = "Rory O'Connor and Gerry Coleman and Maurizio Morisio", title = "Software process improvement education (poster session): a {European} experiment", journal = j-SIGCSE, volume = "33", number = "3", pages = "180--180", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377695", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fowler:2001:WBC, author = "Aliy Fowler", title = "{Web}-based {CALL} using {Prolog} (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "181--181", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377697", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Voracek:2001:IMP, author = "Jan Voracek and Nina Kontro-Vesivalo", title = "International {Master}'s program in information processing and telecommunications (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "181--181", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377696", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2001:EDB, author = "Donald Joyce and Alison Young", title = "Electronic discussion boards (poster session): their use in post graduate computing courses", journal = j-SIGCSE, volume = "33", number = "3", pages = "182--182", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377698", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kosa:2001:XBD, author = "Martha J. Kosa and Mark A. Boshart", title = "{XML} and browser development activities in {CS2} (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "182--182", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377699", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lanari:2001:IPS, author = "David Lanari and Stefano Roccetti", title = "e-{IMC} (poster session): an authoring tool for humanistic teachers aimed to develop and distribute customized instructional courseware", journal = j-SIGCSE, volume = "33", number = "3", pages = "183--183", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377700", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lawhead:2001:ERP, author = "Pamela Lawhead", title = "Events robots and programming using {Legos} in {CS1} (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "183--183", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377701", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Abraham:2001:LTP, author = "David Abraham and Liz Crawford and Leanna Lesta and Agathe Merceron and Kalina Yacef", title = "The logic tutor (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "184--184", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377703", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Van:2001:FAQ, author = "Huu Le Van and Andrea Trentini", title = "A ``frequently asked questions'' management system that supports voting, built for student evaluation and optimization purposes (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "184--184", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377702", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2001:RVC, author = "John Impagliazzo", title = "Real and virtual computing museums (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "185--185", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377704", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Putnik:2001:ILT, author = "Zoran Putnik", title = "On integration of learning and technology (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "185--185", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377705", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shi:2001:SIC, author = "Hongchi Shi and Yi Shang and Su-Shing Chen", title = "Smart instructional component based course content organization and delivery (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "186--186", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377706", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Xizhe:2001:ETS, author = "Jin Xizhe", title = "Evaluation technique of software configuration management (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "186--186", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377707", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Velazquez-Iturbide:2001:FPA, author = "J. {\'A}. Vel{\'a}zquez-Iturbide", title = "A first problem for the algorithms course (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "187--187", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377708", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "I present a problem to be used in the first class of the algorithms course as an introduction to the topic. Two algorithms are given, simple but rich enough to illustrate several issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2001:RSP, author = "Lillian N. Cassel", title = "Reading summaries (poster session): relating class to student's problems with the current reading assignment", journal = j-SIGCSE, volume = "33", number = "3", pages = "188--188", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377709", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Laxer:2001:TCS, author = "Cary Laxer", title = "Treating computer science as science as: an experiment with sorting (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "189--189", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377710", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When I teach sorting algorithms in our introductory computer science class, I always wonder how I can convince the students of the efficiency of $ \Omega (n \log n) $ sorts, and their complex code, vs. the ease of writing $ \Omega (n^2) $ sorts. With today's personal computers, even bubble sorting an array of a few thousand items appears to occur instantaneously. In addition, most textbooks provide the program code for implementing most of the standard sorting algorithms, such as bubble sort, selection sort, and quick sort. Since our introductory course has a closed lab period each week, I looked for something to do with my students when it came to sorting. Making them type in the code that was in the book seemed a waste of time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2001:SEM, author = "Daniel Joyce", title = "Sneaking in extra material (panel session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "190--190", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377711", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Did you ever wish you could sneak some extra material into a course but it just doesn't fit with the syllabus and there's not enough time to add another unit to an already crowded calendar? In this Tips and Techniques I described how I snuck some computing history into an introductory programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koppelman:2001:TAE, author = "Herman Koppelman", title = "Teaching abstraction explicitly (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "191--191", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377712", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When one has to learn programming one has to learn a programming language, but also the concept of abstraction. Learning abstraction is not a logical consequence of learning a programming language. Moreover, it can be doubted whether novice programmers naturally tend to use abstraction. So, our approach is to teach abstraction explicitly to novices. We show that even for simple problems it makes sense to look for levels of abstraction in the problem definition and subsequently to design programs that reflect explicitly those levels of abstraction. We will discuss the way it works on the basis of a simple example.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barros:2001:UPN, author = "Jo{\~a}o Paulo Barros", title = "Use {Petri} nets to improve your concurrent programming course (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "192--192", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377713", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Petri nets are recommended as a learning aid in a concurrent programming course covering modelling and verification techniques, based on state space analysis, and translation of formal models to Java programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sooriamurthi:2001:PJE, author = "Raja Sooriamurthi", title = "Prelude to the {Java} event model (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "193--193", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377714", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rasala:2001:ERH, author = "Richard Rasala", title = "Exploring recursion in {Hilbert} curves (poster session)", journal = j-SIGCSE, volume = "33", number = "3", pages = "194--194", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377715", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This tip will describe the use of a graphical tool to explore the recursive Hilbert curves and will explain some of the mathematical information that can be visualized using this tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grissom:2001:RCP, author = "Scott Grissom", title = "Reality check (poster session): an informal feedback tool", journal = j-SIGCSE, volume = "33", number = "3", pages = "195--195", month = sep, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/507758.377716", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:50 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2001:PSI, author = "C. Dianne Martin", title = "{PKAL} summer institute 2001: just-in-time computer education for the 21st century", journal = j-SIGCSE, volume = "33", number = "4", pages = "5--6", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572141", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Martin01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2001:ASW, author = "Don Gotterbarn", title = "Antipodal shock: watch your language!", journal = j-SIGCSE, volume = "33", number = "4", pages = "7--8", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572142", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gotterbarn01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2001:PLN, author = "Tony Clear", title = "``Programming in the Large'' and the need for professional discrimination", journal = j-SIGCSE, volume = "33", number = "4", pages = "9--10", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572144", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Clear01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2001:ICC, author = "John T. Gorgone", title = "The {IS2001} curriculum in {CC2001} computing compendium", journal = j-SIGCSE, volume = "33", number = "4", pages = "11--12", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572146", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Gorgone01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hartman:2001:CFC, author = "Janet Hartman", title = "The changing face of computing accreditation", journal = j-SIGCSE, volume = "33", number = "4", pages = "13--14", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572148", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Hartman01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2001:ADM, author = "Ren{\'e}e McCauley", title = "Agile development methods poised to upset status quo", journal = j-SIGCSE, volume = "33", number = "4", pages = "14--15", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572150", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#McCauley01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2001:TSD, author = "Henry MacKay Walker", title = "Teaching and a sense of the dramatic", journal = j-SIGCSE, volume = "33", number = "4", pages = "16--17", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572152", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Walker01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gersting:2001:ITE, author = "Judith L. Gersting and Frank H. Young", title = "Improving the team experience", journal = j-SIGCSE, volume = "33", number = "4", pages = "18--19", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572154", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#GerstingY01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2001:CP, author = "David Ginat", title = "Chain of permutations", journal = j-SIGCSE, volume = "33", number = "4", pages = "20--21", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572156", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ginat01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2001:UDE, author = "Gordon Davies", title = "{USC}'s distance education network {(DEN)}", journal = j-SIGCSE, volume = "33", number = "4", pages = "22--23", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572158", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Davies01a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2001:TYC, author = "Robert D. Campbell", title = "Two-year college education committee update", journal = j-SIGCSE, volume = "33", number = "4", pages = "24--25", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572160", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Campbell01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2001:NAT, author = "Nick Parlante", title = "Nifty assignments: {Tetris} on the brain", journal = j-SIGCSE, volume = "33", number = "4", pages = "25--27", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572162", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Parlante01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2001:STR, author = "David Ginat", title = "Starting top-down, refining bottom-up, sharpening by zoom-in", journal = j-SIGCSE, volume = "33", number = "4", pages = "28--31", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572164", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ginat01b; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "We illustrate with colorful algorithmic problems two solution processes that embed three primary computer science problem-solving approaches. The first, Top-Down approach is rather naturally invoked for formulating elegant, though inefficient divide-and-conquer rules. The second, Bottom-Up approach is utilized to considerably improve efficiency of the Top-Down solution. The third, Zoom-In approach sharply captures the precise essence of the problem characteristics and yields remarkably concise solutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2001:NAJ, author = "Henry Walker", title = "Notes on the academic job market and hiring strategies", journal = j-SIGCSE, volume = "33", number = "4", pages = "32--34", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572165", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Walker01b; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Today's tight job market challenges colleges and universities in hiring. This article reviews the current job market and suggests strategies for a successful hiring effort.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jacobson:2001:MNS, author = "Norman Jacobson", title = "A method for normalizing students' scores when employing multiple graders", journal = j-SIGCSE, volume = "33", number = "4", pages = "35--38", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572166", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Jacobson01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Teachers of large classes often employ multiple graders to score student work. Even when appropriate measures are taken to insure that scoring by different graders is consistent, inconsistencies nevertheless occur. To adjust for them, instructors sometimes normalize grades mathematically, typically by scaling each grader group's score to an average of points earned. Scaling to an average has undesirable traits, including the difficulty of convincing students that it is fair. We developed an easy-to-explain method that adjusts scores so that the average number of points lost by students in each grader's group is the same. We discuss how to compute the adjustment and its advantages and limitations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Renaud:2001:TPD, author = "Karen Renaud and John Barrow and Petra le Roux", title = "Teaching programming from a distance: problems and a proposed solution", journal = j-SIGCSE, volume = "33", number = "4", pages = "39--42", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572167", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#RenaudBR01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Teaching programming is never a simple task. It is a dynamic process and the curriculum often evolves from one year to the next. Teaching programming at a distance-education institution is especially challenging. This paper reports on the process of curriculum planning at the computer science department of a distance-education institution. We address generic issues related to teaching programming and specific problems encountered when teaching at a distance. The paper outlines and motivates our proposed strategy, which encompasses three years of undergraduate teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reis:2001:AEF, author = "Rog{\'e}rio Reis and Nelma Moreira", title = "{Apoo}: an environment for a first course in assembly language programming", journal = j-SIGCSE, volume = "33", number = "4", pages = "43--47", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572168", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ReisM01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Teaching the very basic concepts of a computer architecture, instruction set and operation, based on a real micro-processor is usually an unfruitful task as the essential notions are obscured by the specific details of its architecture. A machine emulator has the benefit of providing a portable environment that can run in several platforms and that can be easily adapted for pedagogical purposes. In this work we present an environment for a first course in assembly language programming that aims to be a flexible and effective pedagogical tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chung:2001:NAH, author = "Sei-Jong Chung", title = "Network architecture: {Hamming} codes and cyclic redundancy for transmission error correction", journal = j-SIGCSE, volume = "33", number = "4", pages = "48--50", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572169", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Chung01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "In this paper, we examine how detect and correct transmission errors transmission control protocols such as TCP. We will first show how to construct Hamming Codes to detect and correct single-bit transmission errors. Then, we will evaluate various aspects of the Cyclic Redundancy Check (CRC) codes in comparison to Hamming Codes. The efficiency and the ease with which we can build and implement CRC codes are some of the aspects of the CRC codes that this paper explores.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ryan:2001:HCI, author = "Christopher D. Ryan", title = "The human-computer interface: challenges for educational multimedia and {Web} designers", journal = j-SIGCSE, volume = "33", number = "4", pages = "51--54", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572170", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Ryan01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Designers often treat interface and navigation as afterthoughts in educational multimedia and web design, to the detriment of their prospective learners. A review of the literature provides clues to designing a more usable interface and navigation structure that both aides and engages learners. A look at the past and future of interface design allows designers to glean valuable information and ideas for improving the usability, as well as the educational value, of their products. Concentrating on simplicity and consistency, and keeping flashy design and color to a minimum, designers can create attractive products that promote learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2001:PCS, author = "Orit Hazzan", title = "On the presentation of computer science problems", journal = j-SIGCSE, volume = "33", number = "4", pages = "55--58", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572171", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Hazzan01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "This paper suggests an alternative way for presenting theorems to students. The discussion focuses on theorems that indicate the existence (or in existence) of some object. Instead of presenting a given theorem as it is, it is suggested to reformulate the theorem as a (sometimes unsolvable) construction task. Students trials to solve the construction problem, lead them to discover the theorem by themselves.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ariga:2001:PSI, author = "Taeko Ariga and Hideki Tsuiki", title = "Programming for students of information design", journal = j-SIGCSE, volume = "33", number = "4", pages = "59--63", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572172", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ArigaT01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Programming is one of the subjects which students of information design need to study. Programming training will improve their multimedia representation, even when they use software packages. It will also enlarge the possibility of new interactive multimedia art over the internet. We propose course materials to teach programming by Java, which have been applied to a programming course in the Department of Information Design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Warms:2001:TEC, author = "Tom M. Warms", title = "Tracing the execution of {C++} programs", journal = j-SIGCSE, volume = "33", number = "4", pages = "64--67", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572173", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Warms01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "One of the difficulties faced by instructors of introductory courses in computer science is explaining the intricacies of recursion. This article describes a method devised by the author that enables students to follow and understand the step-by-step execution of many basic programs, including recursive programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lang:2001:OOP, author = "Joseph E. Lang and Brian R. Bogovich and Sean C. Barry and Brian G. Durkin and Michael R. Katchmar and Jonathan H. Kelly and J. Michael McCollum and Michael Potts", title = "Object-oriented programming and design patterns", journal = j-SIGCSE, volume = "33", number = "4", pages = "68--70", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572174", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#LangBBDKKMP01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "When teaching object-oriented concepts, design patterns are usually left until the end or left out entirely. In this paper, design patterns are related to the rules of object-oriented design, strongly suggesting that these two concepts should be taught together as beneficial for the understanding of both.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Suraweera:2001:GMA, author = "Francis Suraweera", title = "Getting the most from an algorithms design course: a personal experience", journal = j-SIGCSE, volume = "33", number = "4", pages = "71--74", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572175", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#Suraweera01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "The most significant goal of an algorithm design course is to prepare students to solve general problems that they will encounter later in their lives. Departments usually offer such courses at the upper undergraduate and graduate levels. Today, compared to three decades ago, we have numerous texts on this and similar courses. The authors of these textbooks suggest different ways to organize their material to suit a variety of audiences. This paper deals with the following. How can we ensure that our students will acquire the necessary skills and abilities to solve general problems? We do this by tying the assessments to the objectives and aims of the course. We list some of the most desirable outcomes for this course, suggest possible ways to assess them based on our experience, and do assessments in a way to foster the confidence they need to handle general problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mulder:2001:IUI, author = "Fred Mulder and Tom J. van Weert", title = "{IFIP\slash UNESCO}'s {Informatics Curriculum Framework 2000} for higher education", journal = j-SIGCSE, volume = "33", number = "4", pages = "75--83", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572177", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#MulderW01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Informatics is a relatively new discipline, nowadays of key importance in all economic processes. Many professionals are needed with different informatics backgrounds. The Informatics Curriculum Framework 2000 (ICF-2000) has been designed to cope with a large diversity in demands for informatics education in a controlled way. It offers 8 different curriculum specifications that fit 8 professional role categories. It supports systematic and controlled educational policies in which educational informatics programmes can be developed in a cost-effective way, if need be from scratch. Learning materials can be developed in the local cultural tradition. ICF-2000 has many source links to model informatics curricula from leading professional informatics societies. Through this mechanism ICF-2000 can be easily kept up to date.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2001:RIC, author = "Tony Clear and Michael Goldweber and Frank H. Young and Paul M. Leidig and Kirk Scott", title = "Resources for instructors of capstone courses in computing", journal = j-SIGCSE, volume = "33", number = "4", pages = "93--113", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572179", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#ClearGYLS01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Most computing programs now have some form of integrative or capstone course in which students undertake a significant project under supervision. There are many different models for such courses and conducting these courses is a complex task. This report is intended to assist instructors of capstone courses, particularly those new to the model of teaching and learning inherent in the capstone course. This paper discusses important issues that must be addressed when conducting capstone courses. These issues are addressed through a series of questions, with answers reflecting the way that different institutions have chosen to handle them, and commentary on the impact of these different choices. These questions include: Goals of the Course; Characteristics of Projects; Project Deliverables; Sponsors; Teams; Prerequisites and Preparation; Grading and Assessment; Administration and Supervision; and Reflection, Analysis and Review. Subsequently we present information about the companion Web site, intended as an active repository of best practice for instructors of capstone projects. The Web site will have examples of information about capstone courses and materials used by instructors. Readers are invited to contribute content to this site. The paper concludes with a bibliography of additional reference material and resources.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2001:SMT, author = "Peter B. Henderson and Doug Baldwin and Venu Dasigi and Marcel Dupras and Jane Fritz and David Ginat and Don Goelman and John Hamer and Lew Hitchner and Will Lloyd and Bill {Marion, Jr.} and Charles Riedesel and Henry Walker", title = "Striving for mathematical thinking", journal = j-SIGCSE, volume = "33", number = "4", pages = "114--124", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572180", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#HendersonBDDFGGHHLMMRW01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "Computer science and software engineering are young, maturing disciplines. As with other mathematically based disciplines, such as the natural sciences, economics, and engineering, it takes time for the mathematical roots to grow and flourish. For computer science and software engineering, others have planted these seeds over many years, and it is our duty to nurture them. This working group is dedicated to promoting mathematics as an important tool for problem-solving and conceptual understanding in computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCracken:2001:MMI, author = "M. McCracken and V. Almstrum and D. Diaz and M. Guzdial and D. Hagan and Y. B.-D. Kolikant and C. Laxer and L. Thomas and I. Utting and T. Wilusz", title = "A multinational, multi-institutional study of assessment of programming skills of first-year {CS} students", journal = j-SIGCSE, volume = "33", number = "4", pages = "125--140", month = dec, year = "2001", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib; http://www.cs.kent.ac.uk/pubs/2001/1365", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", submission-id = "17329_1019825612", } @Article{McCracken:2001:MNM, author = "Michael McCracken and Vicki L. Almstrum and Danny Diaz and Mark Guzdial and Dianne Hagan and Yifat Ben-David Kolikant and Cary Laxer and Lynda Thomas and Ian Utting and Tadeusz Wilusz", title = "A multi-national, multi-institutional study of assessment of programming skills of first-year {CS} students", journal = j-SIGCSE, volume = "33", number = "4", pages = "125--180", month = dec, year = "2001", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/572139.572181", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:51 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse33.html#McCrackenADGHKLTUW01; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2001.bib", abstract = "In computer science, an expected outcome of a student's education is programming skill. This working group investigated the programming competency students have as they complete their first one or two courses in computer science. In order to explore options for assessing students, the working group developed a trial assessment of whether students can program. The underlying goal of this work was to initiate dialog in the Computer Science community on how to develop these types of assessments. Several universities participated in our trial assessment and the disappointing results suggest that many students do not know how to program at the conclusion of their introductory courses. For a combined sample of 216 students from four universities, the average score was 22.89 out of 110 points on the general evaluation criteria developed for this study. From this trial assessment we developed a framework of expectations for first-year courses and suggestions for further work to develop more comprehensive assessments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2002:AIP, author = "David Ginat", title = "Aha! an illuminating perspective", journal = j-SIGCSE, volume = "34", number = "1", pages = "1--2", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563342", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The 'Aha!' phenomenon is familiar to us in many domains including computer science and mathematics (e.g., [2,3,6]). It often stems from an unexpected point of view that illuminates an appealing solution path. The 'Aha' reaction is common to all. Its occurrence is related to the problem-solvers' common perspectives and solution repertoires. Whether more frequent or less frequent, 'Aha' occurrences enrich and strengthen perspectives and repertoires in a stimulating manner. Consider the following Ladder Problem: calculate the number of different ways to climb an N-stage ladder when each step is either one or two stages. One solution perspective may be 'forward reasoning', leading to a systematic accumulation of the possible climbing paths. Another perspective may be combinatorial, leading to the calculation of all the combinations of 1 and 2 that sum to N. A third perspective may be 'backward reasoning', yielding recursive decomposition of the N$^{th}$ case into the N-1 and N-2 cases. Some problem-solvers may fairly quickly invoke the third perspective and elegantly obtain the N$^{th}$ Fibonacci number. Others may first follow one of the other perspectives and later realize the illuminating third perspective. The 'Aha' reactions among the solvers may vary. However, both less experienced and more experienced solvers will gain from recognizing the relevance and elegance of the recursive decomposition and enhance their problem-solving repertoires.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vidal:2002:URT, author = "Jos{\'e} M. Vidal and Paul Buhler", title = "Using {RoboCup} to teach multiagent systems and the distributed mindset", journal = j-SIGCSE, volume = "34", number = "1", pages = "3--7", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563344", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We present our experiences using the RoboCup soccerserver simulator and Biter, our own agent platform, for the teaching of a graduate multiagent systems' class. The RoboCup simulator and Biter are both described. We argue that the combination of RoboCup and Biter forms an effective platform for the teaching of multiagent systems and the distributed mindset. Results from two semesters using these tools are presented. These results confirm our claims. Finally, we characterize this work within the framework provided by the STEELMAN Draft of the Computing Curricula 2001 initiative.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klassner:2002:CSL, author = "Frank Klassner", title = "A case study of {LEGO Mindstorms\TM} suitability for artificial intelligence and robotics courses at the college level", journal = j-SIGCSE, volume = "34", number = "1", pages = "8--12", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563345", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper examines LEGO Mindstorms{\TM} suitability as a hardware platform for integrating robotics into an Artificial Intelligence course organized around the agent paradigm popularized by Russell and Norvig. This evaluation discusses how kits and projects based on Mindstorms supported students' exploration of the issues behind the design of agents from three classes in Russell and Norvig's intelligent agent taxonomy. The paper's investigation also examines several popularly-perceived limitations of the Mindstorms package for college-level robotics projects and shows that most of these ``limitations'' are not serious impediments to Mindstorms' use, while certain other of these ``limitations'' do indeed present challenges to the platform's use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gallagher:2002:WAR, author = "John C. Gallagher and Steven Perretta", title = "{WWW} autonomous robotics: enabling wide area access to a computer engineering practicum", journal = j-SIGCSE, volume = "34", number = "1", pages = "13--17", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563346", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In recent years, courses in the design and programming of mobile autonomous robots have become popular at a number of institutions. These activities offer participants experience in a number of practical areas, including computer programming, project management, and technical writing. Further, they provide those experiences in an entertaining manner that may motivate students to pursue additional education in computer science and engineering. By their nature, however, these classes are resource intensive, often limiting access to a few, fortunate students. This paper describes efforts to date in providing a World Wide Web (WWW) based course in autonomous robotics. We will begin with a discussion of how the unique benefits of autonomous robotics courses are enhanced by offering them via the web. We will then discuss our WWW course and some special challenges we encountered during its development. We will conclude with a discussion of future plans and a set of open questions we intend to address.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Noyes:2002:FCC, author = "James L. Noyes", title = "A first course in computational science: (why a math book isn't enough)", journal = j-SIGCSE, volume = "34", number = "1", pages = "18--22", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563348", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "There is a change underway in the CS curriculum that reflects a renewed emphasis upon solving applications. Computational science applies solution methods to various scientific models. However, following a computational science approach means more than just using formulas out of a math book. It means having a scientific mindset, understanding and using a scientific approach, thoroughly testing both the theoretical models and the specific implementation of these models, knowing when to use analytic methods instead of numerical ones, using graphics to improve understanding, and knowing how to explain the results of these models to others. This paper addresses what has been learned in designing and teaching a first course in computational science at the undergraduate level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Micco:2002:BCL, author = "Mary Micco and Hart Rossman", title = "Building a cyberwar lab: lessons learned: teaching cybersecurity principles to undergraduates", journal = j-SIGCSE, volume = "34", number = "1", pages = "23--27", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563349", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "With funding from NSF the Department has set up a stand alone lab for students to learn penetration testing techniques (attack), to harden their networks against these attacks (defense) , and also to gather enough evidence to through careful logging and audit controls to convict a hacker (convict). Linux RedHat 7.1 was used and all the machines were set up as standalone servers in three different subdomains, with 2 perimeter routers and 2 firewalls to allow experimentation with various configurations. In all over 50 software tools were downloaded and tested. Students were screened and asked to sign a disclaimer. They should also have been required to have networking experience. An initial mistake was to run a very minimal server with no services and practically no users. This was not realistic. It made it quick to rebuild systems but much harder to attack. The attacks need to be carefully planned and structured in a specific sequence one at a time, otherwise it becomes very difficult to follow what is going on.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vasiga:2002:WCA, author = "Troy Vasiga", title = "What comes after {CS} 1 + 2: a deep breadth before specializing", journal = j-SIGCSE, volume = "34", number = "1", pages = "28--32", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563350", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "There has been much discussion of CS1 and CS2 in computer science education circles. This paper presents a proposal for a course subsequent to CS2 that acts as a ``springboard'' for students diving into more specialized Computer Science courses at the upper year levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2002:LSP, author = "Lynda Thomas and Mark Ratcliffe and John Woodbury and Emma Jarman", title = "Learning styles and performance in the introductory programming sequence", journal = j-SIGCSE, volume = "34", number = "1", pages = "33--37", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper reports on the implication of different preferred learning styles on students' performance in the introductory programming sequence and on work in progress on how to accommodate these different styles. Students were given a learning styles preference test and then their preferred learning styles were compared to their performance on the exam and the practical programming part of the introductory programming module. There were significant differences in performance between groups of students. This result could lead one to two possible conclusions. One might be that some students' learning styles are more suited to learning programming than others. An alternative explanation is that our current methods of teaching advantage students with certain learning preference styles. We are at present in the process of testing this second assumption by providing students with a wider range of learning materials. We will then see if student performance is improved by using our current results as a baseline for comparison", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McDowell:2002:EPP, author = "Charlie McDowell and Linda Werner and Heather Bullock and Julian Fernald", title = "The effects of pair-programming on performance in an introductory programming course", journal = j-SIGCSE, volume = "34", number = "1", pages = "38--42", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563353", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The purpose of this study was to investigate the effects of pair-programming on student performance in an introductory programming class. Data was collected from approximately 600 students who either completed programming assignments with a partner or programmed independently. Students who programmed in pairs produced better programs, completed the course at higher rates, and performed about as well on the final exam as students who programmed independently. Our findings suggest that collaboration is an effective pedagogical tool for teaching introductory programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2002:DCC, author = "Lecia Jane Barker and Kathy Garvin-Doxas and Michele Jackson", title = "Defensive climate in the computer science classroom", journal = j-SIGCSE, volume = "34", number = "1", pages = "43--47", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "As part of an NSF-funded IT Workforce grant, the authors conducted ethnographic research to provide deep understanding of the learning environment of computer science classrooms. Categories emerging from data analysis included (1) impersonal environment and guarded behavior; and (2) the creation and maintenance of informal hierarchy resulting in competitive behaviors. These communication patterns lead to a defensive climate, characterized by competitiveness rather cooperation, judgments about others, superiority, and neutrality rather than empathy. The authors identify particular and recognizable types of discourse, which, when prevalent in a classroom, can preclude the development of a collaborative and supportive learning environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reed:2002:IEM, author = "David Reed and Doug Baldwin and Michael Clancy and Allen Downey and Stuart Hansen", title = "Integrating empirical methods into computer science", journal = j-SIGCSE, volume = "34", number = "1", pages = "48--49", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Empirical skills are playing an increasingly important role in the computing profession and our society. In addition to being problem-solvers and designers/engineers, computer scientists must also be capable experimenters in order to develop, test, and evaluate complex hardware and software systems. The widespread use of computers as tools for interdisciplinary research also demands a strong grounding in the scientific method. This panel is designed to promote discussion about innovative methods for integrating empirical skills within the traditional computer science curriculum. Each panelist will define a set of core empirical concepts and skills that they see as essential to computer scientists, with a brief rationale for each. In conjunction, they will describe classroom practices that serve to demonstrate the key concepts and/or develop skills they have identified. Sufficient time will be allocated for discussion and contributions from the audience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hickey:2002:ICC, author = "Timothy Hickey and Amruth Kumar and Linda Wilkens and Andrew Beiderman and Aparna Mahadev and Heidi Ellis", title = "{Internet}-centric computing in the {Computer Science} curriculum", journal = j-SIGCSE, volume = "34", number = "1", pages = "50--51", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Computer Science as an academic discipline should be guided not only by the ``state of the art'', but also by the ``state of the practice''[1]. Over the last few years, Internet/Web has been undeniably the most ``high profile'' practice of computing. Yet, Computer Science curricula across the country have not kept up with this development --- not many schools are offering courses, concentrations and/or majors that identify the Internet/Web as the central principle, and address its issues and needs. In this panel, the panelists will share their experience designing courses and concentrations to address this need, and present their vision for what an Internet-related Curriculum should include: the courses, the technologies, and the overarching themes. The viewpoints presented here are quite diverse: arguing in favor of Internet-related coursework for majors versus non-majors, as a course/minor/major, as an across-the-curriculum theme, as an interdisciplinary endeavor, as an introductory course versus a capstone course, and from the points of view of a community college, four-year institutions and a graduate institution. We hope that these diverse viewpoints will foster vigorous discussion at the panel about the place of Internet-Computing in the Computer Science curriculum, and its design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bernat:2002:TAN, author = "Andrew Bernat and Jane Prey", title = "Taking advantage of {National Science Foundation} funding opportunities", journal = j-SIGCSE, volume = "34", number = "1", pages = "52--52", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This session will highlight NSF Division of Undergraduate Education programs of interest to college faculty, discussing the requirements and guidelines. It will include a discussion of the characteristics of a competitive proposal and the proposal process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dershem:2002:AJL, author = "Herbert L. Dershem and Ryan L. McFall and Ngozi Uti", title = "Animation of {Java} linked lists", journal = j-SIGCSE, volume = "34", number = "1", pages = "53--57", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Linked lists are an important component of the computer science curriculum. JVALL is a software package that provides an animation of linked list operations that is fully compatible with the Java LinkedList class. The animations are driven by a client program that can be either an applet or standalone application. It provides an effective way for students to learn, experiment with, and debug linked list based classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamilton-Taylor:2002:SSA, author = "Ashley George Hamilton-Taylor and Eileen Kraemer", title = "{SKA}: supporting algorithm and data structure discussion", journal = j-SIGCSE, volume = "34", number = "1", pages = "58--62", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563363", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Algorithm animation system design has focused primarily on providing advanced graphical capabilities. However, a fundamental mismatch exists between the needs of instructors and the features of existing algorithm animation systems. This mismatch has reduced the rate of adoption of algorithm animation tools. We describe a system, SKA (Support Kit for Animation), whose design is based on an examination of the tasks performed in the process of discussing algorithms and data structures. SKA attempts to support and enhance time-consuming instructional tasks such as tracing and data structure diagram manipulation, while requiring minimal preparation or authoring time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grinder:2002:AAC, author = "Michael T. Grinder", title = "Animating automata: a cross-platform program for teaching finite automata", journal = j-SIGCSE, volume = "34", number = "1", pages = "63--67", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The FSA Simulator is a Java program created to allow computer science students to experiment with finite state automata. The program is able to simulate both deterministic and nondeterministic automata. Pre-defined automata can be loaded from files or students can create their own. Although this project is similar to others, it has its own unique features. The development history, features, and future plans for this program are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2002:ICR, author = "J. A. N. Lee", title = "Internationalization of the curriculum report of a project within computer science", journal = j-SIGCSE, volume = "34", number = "1", pages = "68--72", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In the Fall of 1999 the Center for Excellence in Undergraduate Teaching (CEUT) and the International Office at Virginia Tech provided a small grant to support the incorporation of international aspects into the Computer Science curriculum. The ``Professionalism in Computing'' course was chosen as the vehicle for this activity on the grounds that (a) it is a required course of all majors, and (b) the topics within the course were best amenable to international extensions. Through the efforts of the students in the Spring 2000 offering of the course, together with a number of international students, lesson plans for the comparison of non-US aspects of three topics were developed. The topics were Privacy, Freedom of Speech, and Censorship, and the countries covered included Germany, South Korea, China, and Turkey.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fekete:2002:DMS, author = "Alan Fekete and Bob Kummerfeld", title = "Design of a major in software development", journal = j-SIGCSE, volume = "34", number = "1", pages = "73--77", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper presents a curriculum consisting of a collection of subjects to prepare students for a career in ``software development'' while remaining within the scope normal for a major in a broad liberal arts degree. We describe the principles behind the construction of the curriculum, and contrast it with the more extensive ``Software Engineering Body of Knowledge'' appropriate in a professional Engineering degree.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Doom:2002:PUB, author = "Travis Doom and Michael Raymer and Dan Krane and Oscar Garcia", title = "A proposed undergraduate bioinformatics curriculum for computer scientists", journal = j-SIGCSE, volume = "34", number = "1", pages = "78--81", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Bioinformatics is a new and rapidly evolving discipline that has emerged from the fields of experimental molecular biology and biochemistry, and from the artificial intelligence, database, and algorithms disciplines of computer science. Largely because of the inherently interdisciplinary nature of bioinformatics research, academia has been slow to respond to strong industry and government demands for trained scientists to develop and apply novel bioinformatics techniques to the rapidly-growing, freely-available repositories of genetic and proteomic data. While some institutions are responding to this demand by establishing graduate programs in bioinformatics, the entrance barriers for these programs are high, largely due to the significant amount of prerequisite knowledge in the disparate fields of biochemistry and computer science required to author sophisticated new approaches to the analysis of bioinformatics data. We present a proposal for an undergraduate-level bioinformatics curriculum in computer science that lowers these barriers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2002:WCB, author = "J. McGrath Cohoon", title = "Women in {CS} and biology", journal = j-SIGCSE, volume = "34", number = "1", pages = "82--86", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563370", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Common departmental characteristics and practices in computer science and biology/life science are compared for 46 departments at 23 Virginia colleges and universities. The goal of this preliminary investigation is to provide additional evidence on how departmental factors can affect the retention of female students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lopez:2002:AAW, author = "Antonio M. {Lopez, Jr.} and Lisa J. Schulte", title = "{African American} women in the computing sciences: a group to be studied", journal = j-SIGCSE, volume = "34", number = "1", pages = "87--90", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Most will likely agree that fewer and fewer women are finding their way to completing a bachelor's degree in one of the computing sciences. However, in looking at data collected by the National Science Foundation (NSF) on bachelor's degrees in Computer Science (CS), an interesting anomaly is evident when African American women are viewed as a separate trend. This paper presents some preliminary analysis and suggests that research is needed to better understand this ethnic group that has remained relatively stable in its production of bachelor's degrees in CS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Francioni:2002:CSA, author = "Joan M. Francioni and Ann C. Smith", title = "Computer science accessibility for students with visual disabilities", journal = j-SIGCSE, volume = "34", number = "1", pages = "91--95", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563372", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Students with visual disabilities face unique challenges in learning to be computer scientists. These challenges can be overcome, however, with the use of specialized software tools and hardware equipment, collectively called assistive technology. In this paper, we discuss the environment we are using for three students with visual disabilities who are starting in our programs this year. This environment includes a collection of commercial assistive technology and a programming tool that we have developed in-house.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2002:UCS, author = "Peter R. Turner and Angela B. Shiflet and Steve Cunningham and Kris Stewart and Andrew T. Phillips and Ignatios E. Vakalis", title = "Undergraduate computational science and engineering programs and courses", journal = j-SIGCSE, volume = "34", number = "1", pages = "96--97", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This 90-minute panel session will discuss recent and future developments in incorporating Computational Science and Engineering into the undergraduate curriculum. There is a companion session devoted to tools and techniques and so the focus here is on programs and courses. The panelists will demonstrate a clear uniformity of purpose but a wide variety of approaches to increasing the CSE experience of undergraduates in different types of schools. The schools represented vary from large state universities to small private liberal arts colleges and a medium-sized school with a strong engineering bias. The approaches adopted also differ. There are complete programs built largely from existing courses, specific courses that are added to established programs to allow a student to follow an emphasis in CSE. The introduction of CSE into existing programs through faculty advice and education has also been successful. Yet other approaches represented among the panelists are the introduction of multi-disciplinary team-taught project-based courses as a springboard for growing an undergraduate CSE program including undergraduate research projects. The incremental use of small add-on courses to supplement conventional mathematics offerings with some CSE content has also been used successfully. Another approach represented on the panel is the use of a particular vehicle --- in this case graphics and visualization --- to introduce key ideas of CSE into regular parts of the curriculum. The unifying theme of the panel --- the desire to improve undergraduate CSE education will be evident throughout. By presenting a wide variety of approaches to achieve this end, it is hoped that any audience participants who wish to create a CSE thread in their own programs will find some ideas to help them. Some of the practical and political issues will also be discussed in the various contexts. The program for the panel would allow each panelist a maximum of 10 minutes to outline their programs and approaches. The remaining 30 (or more) minutes would then be reserved for general discussion and questions and contributions from the audience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Elenbogen:2002:MPU, author = "Bruce S. Elenbogen and John Laird and Richard Enbody and Chris McDonald and Peter B. Henderson and Richard Nau and Steve Tanimoto", title = "Mathematics preparation for undergraduate degrees in computer science", journal = j-SIGCSE, volume = "34", number = "1", pages = "98--99", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563376", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Throughout the history of computer science education there has been debate on what should be the appropriate mathematics background for computer science majors. The first computer science instructors were mathematicians and the first curriculums were just modifications of mathematics curriculums. However, as the discipline has grown and matured there has developed several areas of computer science where traditional undergraduate mathematics is not used and traditional mathematics preparation may not be appropriate. Although logic and problem solving skills are valued by the Computer Science community, exactly how many hours of mathematics and what areas of mathematics should be required, needs to be addressed. This panel was convened to discuss this issue from a variety of viewpoints. We hope that discussion will give the listeners new ideas on just what should be the appropriate courses and topics for their institution and program. The panel was chosen to present a wide range of view representing a variety of schools (large and small, public and private, traditional and non-traditional), preparation for the workplace or for disciplines (E-commerce, distributed computing, artificial intelligence, software engineering and graphics) viewpoints (both young and old, industrial and academic).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Caristi:2002:TEP, author = "James Caristi", title = "Tutorial on extreme programming", journal = j-SIGCSE, volume = "34", number = "1", pages = "100--100", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The methodology known as Extreme Programming will be presented, beginning with its reason for existence, philosophy, and a detailed exposition of the twelve practices that define it. There will also be a discussion of its strengths and weaknesses as a software design methodology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moskal:2002:GEC, author = "Barbara Moskal and Keith Miller and L. A. Smith King", title = "Grading essays in computer ethics: rubrics considered helpful", journal = j-SIGCSE, volume = "34", number = "1", pages = "101--105", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563380", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Computer ethics courses differ from technical courses in the manner in which they are taught and assessed. A common assignment in a computer ethics course is to write an essay that addresses a technical dilemma. Computer science faculty typically do not have training or experience in grading essays. The purpose of this paper is to present a scoring rubric that has been successfully used to grade and track students' knowledge development as they progress through a computer ethics course. Although this paper focuses upon a specific rubric, general principles will be emphasized to show how scoring rubrics can be used across different courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Braught:2002:DTS, author = "Grant Braught and David Reed", title = "Disequilibration for teaching the scientific method in computer science", journal = j-SIGCSE, volume = "34", number = "1", pages = "106--110", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We present several introductory computer science laboratory assignments designed to reinforce the use of the scientific method. These assignments require students to make predictions, write simulations, perform experiments, collect data and analyze the results. The assignments are specifically designed to place student predictions in conflict with the observed results, thus producing a disequilibration. As a result, students are motivated to critically examine their simulations, consider their assumptions, and repeat their experiments. These potential benefits of disequilibration are discussed and additional ways to apply disequilibration in computer science education are suggested.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holland:2002:NIO, author = "David A. Holland and Ada T. Lim and Margo I. Seltzer", title = "A new instructional operating system", journal = j-SIGCSE, volume = "34", number = "1", pages = "111--115", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper presents a new instructional operating system, OS/161, and simulated execution environment, System/161, for use in teaching an introductory undergraduate operating systems course. We describe the new system, the assignments used in our course, and our experience teaching using the new system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Atkin:2002:PEO, author = "Benjamin Atkin and Emin G{\"u}n Sirer", title = "{PortOS}: an educational operating system for the Post-{PC} environment", journal = j-SIGCSE, volume = "34", number = "1", pages = "116--120", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563384", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In this paper, we describe PortOS, an educational operating system designed to complement undergraduate and graduate level classes on operating systems. PortOS is a complete user-level operating system project, with phases covering concurrency, synchronization, networking and file systems. It focuses particularly on ad hoc and peer-to-peer distributed computing on mobile devices. This paper discusses alternative approaches to operating system projects, and presents our particular design point along with pedagogical justifications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Andrianoff:2002:RPO, author = "Steven K. Andrianoff and David B. Levine", title = "Role playing in an object-oriented world", journal = j-SIGCSE, volume = "34", number = "1", pages = "121--125", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563386", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Role playing exercises are one of many teaching techniques commonly employed to drive home lessons about computer science. Most of the specific role playing described in the literature, however, relates to algorithm or hardware design. More recently, the Pedagogical Patterns Project has published patterns involving role playing in a general sense. In this paper, we draw on three separate role playing exercises that we have developed to show that scripted role playing is a natural and effective way to introduce concepts of object-oriented design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nguyen:2002:DPG, author = "Dung (`Zung') Nguyen and Stephen B. Wong", title = "Design patterns for games", journal = j-SIGCSE, volume = "34", number = "1", pages = "126--130", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Designing a two-person game involves identifying the game model to compute the best moves, the user interface (the ``view'') to play the game, and the controller to coordinate the model and the view. A crucial task is to represent the algorithms used in their highest abstract forms. This can prove to be a difficult and subtle endeavor. It is made easier however by the use of good object-oriented (OO) design principles to help maintain a high level abstract viewpoint during the design process. The state pattern is used to represent the game board and is coupled with the visitor pattern to provide state-dependent, variant behaviors. The min-max algorithm and its variants are implemented as the strategy pattern, which allows flexible and extensible computational capability. Careful analysis is performed to properly abstract the interactions between the model and the view. The command design pattern is used to provide callback services between the model and the view. Leading students through this design process enables them to learn algorithms and architectures that easily scale to full-sized applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2002:WMC, author = "Peter B. Henderson and Paul {De Palma} and Vicki L. Almstrum and Orit Hazzan and Kim Potter Kihlstrom", title = "Women, mathematics and computer science", journal = j-SIGCSE, volume = "34", number = "1", pages = "131--132", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563389", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "``\ldots{} women embrace the ``precision' of mathematics.'' a quote from panelist Paul De Palma's viewpoint article ``Why Women Avoid Computer Science'' in the June 2001 CACM. Panelist Kim Kihlstrom notes ``\ldots{} I got into electrical engineering and then computer science exactly because I love math.'' Henderson's evidence indicates that women performed better than men in a mathematically oriented first course in computer science, and women felt the course was more beneficial than a traditional programming oriented first course. Regarding a mathematically oriented functional programming course for high schools Kathi Fisler says ``Our high school teachers have noticed females preferring this to a conventional curriculum by as much as 5 to 1!''Coincidence, or is there a common thread here? Please join us for the discussion and share your own viewpoints.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jamieson:2002:SLC, author = "Leah H. Jamieson", title = "Service learning in computer science and engineering", journal = j-SIGCSE, volume = "34", number = "1", pages = "133--134", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Attention is increasing on the need to educate students in areas that extend beyond the traditional technical basis for their field: the Kellogg Commission's mandate for a ``scholarship of engagement'' [3]; the Engineering Deans Council report's emphasis on teamwork, communication, and the need for students to ``understand the economic, social, environmental and international context of their professional activities'' [2]; the CSAB Criteria 2000 requirements in written and oral communication and ``coverage of social and ethical implications of computing'' [1]; the growth of broad IT programs and schools. Service learning offers the opportunity to broaden the educational experience by engaging students in ``real-world'' projects. However, it also poses new questions: Should students earn academic credit for courses in which a significant portion of their time is spent on ``soft'' skills? Are students gaining valid technical experience on projects defined by an outside customer rather than by CS\&E faculty? How can curriculum structures support projects that aren't constructed to fit within semester boundaries?The panel includes faculty and students from service-learning programs, the chief technical officer for a software company, and a community ``customer.''", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2002:CSE, author = "Steve Cunningham and Sylvia Clark Pulliam and Charles D. Swanson and Peter R. Turner", title = "Computational science and engineering: tools and techniques for teaching", journal = j-SIGCSE, volume = "34", number = "1", pages = "135--136", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563393", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The methods of computational science and engineering have been applied to a wide range of problems such as weather forecasting, cosmology, drug design, and car crash simulation. More recently, high performance computers have been applied to problems in biology (e.g., molecular biology, bioinformatics). The development of CSE as an interdisciplinary field has had a profound effect on the way science and engineering is done, both for basic research and product development. Less than ten years ago, these methods required very expensive supercomputers and special software skills to be effective. Today, while supercomputers are still important, the power of widely available PCs and workstations means that many of these methods can be introduced into the undergraduate curriculum. The objectives of this session are, therefore: $ \bullet $ To introduce participants to some of the methods of CSE (e.g., modeling, scientific visualization). $ \bullet $ To demonstrate the range of software tools that can be utilized. $ \bullet $ To provide examples of these tools applied to teaching topics from different scientific disciplines. $ \bullet $ To provide participants ideas and resources that they can use in their own courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Allen:2002:DLP, author = "Eric Allen and Robert Cartwright and Brian Stoler", title = "{DrJava}: a lightweight pedagogic environment for {Java}", journal = j-SIGCSE, volume = "34", number = "1", pages = "137--141", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563395", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "DrJava is a pedagogic programming environment for Java that enables students to focus on designing programs, rather than learning how to use the environment. The environment provides a simple interface based on a ``read-eval-print loop'' that enables a programmer to develop, test, and debug Java programs in an interactive, incremental fashion. This paper gives an overview of DrJava including its pedagogic rationale, functionality, and implementation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Comer:2002:TJB, author = "James Comer and Robert Roggio", title = "Teaching a {Java}-based {CS1} course in an academically-diverse environment", journal = j-SIGCSE, volume = "34", number = "1", pages = "142--146", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563396", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The Texas Christian University (TCU) Computer Science Department was established in 1981. From the outset, the Department's CS1 course has presented significant teaching challenges due to the wide diversity of student's taking the class. Traditionally, only 25-35\% of the students enrolled in the course are computing science majors, the remaining being students from a wide diversity of disciplines, many of which are non-science based. Despite the diversity, it has been necessary for the course, and its content, to be structured to satisfy essential core requirements for students majoring in computer science and computer information science as well as to meet program requirements for the many non-computer science majors taking the course. This paper discusses some of the unique issues associated with teaching a Java-based CS1 course to a very diverse group of students, the majority of which have very unsophisticated problem solving skills, and little or no programming expertise. A representative set of experiments and programming assignments are included.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barnes:2002:TIJ, author = "David J. Barnes", title = "Teaching introductory {Java} through {LEGO MINDSTORMS} models", journal = j-SIGCSE, volume = "34", number = "1", pages = "147--151", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563397", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Innovative teachers are continually looking for creative ideas, both to get their ideas across and to hold the interest of their students. One of the latest trends is the use of LEGO\reg{} MINDSTORMSTM kits [9] in various computing courses. These kits allow a wide variety of physical models to be built, some of which may be programmed via the RCXTM processor integrated into them. Using its standard firmware, the RCX device may be programmed through several different specialist languages. However, the additional availability of bytecode-compatible replacement firmware for the RCX makes the use of JavaTM as the programming language for it a particularly attractive approach. In this paper, we explore some of the issues associated with choosing to program MINDSTORMS models using Java within the context of an introductory programming course. In particular, we consider the impact on the material that is taught, and the use of an appropriate API to support an objects-early programming style.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Skadron:2002:MSC, author = "Kevin Skadron", title = "A microprocessor survey course for learning advanced computer architecture", journal = j-SIGCSE, volume = "34", number = "1", pages = "152--156", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563399", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "A course that surveys state-of-the-art microprocessors offers an excellent forum for students to see how computer architecture techniques are employed in practice and for them to gain a detailed knowledge of the state of the art in microprocessor design. The University of Virginia has developed such a course, organized around student presentations and a substantial research project. The course can accommodate a range of students, from advanced undergraduates to senior graduate students. The course can also be easily adapted to a survey of embedded processors or DSPs. This paper describes the course and lessons learned.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Osborne:2002:PCT, author = "Hugh Osborne", title = "The postroom computer: teaching introductory undergraduate computer architecture", journal = j-SIGCSE, volume = "34", number = "1", pages = "157--161", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563400", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Undergraduate students often experience difficulty in understanding the basic principles of low level computer operations in introductory courses to computer architectures when these are taught using actual low level programming languages. This is not due to any inherent complexity of the concepts but rather a consequence of assembly language specific details and the need to introduce many concepts simultaneously, such as, for example, data representation, addressing modes and primitive I/O. This paper describes the Postroom Computer, a low level language simulator that not only provides a simple low level language, suitable as an introduction to assembly language programming, but also allows computer architecture concepts to be introduced in an incremental fashion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jipping:2002:UJD, author = "Michael J. Jipping and Steve Marlowe and Alexander Sherstov", title = "Using {Java} to design and test hardware circuits over a classroom network", journal = j-SIGCSE, volume = "34", number = "1", pages = "162--166", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563401", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "A crucial part of the Computer Organization course is the design and analysis of hardware circuits. To teach this part of the course efficiently and to involve the entire class in the design of circuits, we have designed the SCAN system. Starting with a textual specification of a circuit, SCAN generates Java classes that can be used to simulate the way the circuit works. These circuits can be simulated locally or can join with other circuits to simulate larger machine function over a network. This paper describes the SCAN system, the Java classes it generates, and the way we use this in the Computer Organization class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2002:CCI, author = "Eric Roberts and C. Fay Cover and Gordon Davies and Michael Schneider and Robert Sloan", title = "{Computing Curricula 2001} implementing the recommendations", journal = j-SIGCSE, volume = "34", number = "1", pages = "167--168", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563403", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In the fall of 1998, the ACM Education Board and the Educational Activities Board of the IEEE Computer Society appointed representatives to a joint task force to prepare Computing Curricula 2001 (CC2001). The CC2001 report is the current installment in a series of reports on the undergraduate computer science curriculum that began in 1968 and was then updated in 1978 and 1991 [1, 6]. The computer science volume of the CC2001 report was presented to the community in a series of three public drafts, followed by a final report approved by the governing boards of the ACM and the Computer Society. The purpose of this panel is to discuss strategies for implementing the recommendations of the final report in a wide variety of institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lidtke:2002:PIS, author = "Doris K. Lidtke and David Feinstein and John Gorgone and Gayle Yaverbaum", title = "Preparing for {Information Systems} accreditation", journal = j-SIGCSE, volume = "34", number = "1", pages = "169--170", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563405", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The first pilot Information Systems accreditation visit is occurring in Fall 2001. Many programs will apply for IS accreditation the following year, the 2002-03 accreditation cycle. This session will discuss the process for preparing for an accreditation visit. The discussion will include a planning timeline, preparation of the self-study and arranging details for the on campus visit. Particular attention will be placed on the assessment section of the self-study, the important details of the self-study, and the preparation of the display materials needed for the on-site visit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bem:2002:EBP, author = "Ewa Z. Bem", title = "Experiment-based project in undergraduate computer architecture", journal = j-SIGCSE, volume = "34", number = "1", pages = "171--175", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The project presented in this paper has been developed for an advanced undergraduate computer architecture course specifically aimed at non-engineering students. The project is intended to develop understanding of issues in modern computer architecture through empirical testing and experimentation, using sophisticated execution time simulation and industry standard benchmark programs. The students are lead through the functional design process of a superscalar pipelined processor step by step, in a series of carefully structured experiments. The experiments either provide direct support for the design decisions, or make students explore a specific concept. The main goal of the project is to give students a true insight into the current technology and the driving forces behind modern computer architecture, without the burden of engineering and implementation details.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolffe:2002:TCO, author = "Gregory S. Wolffe and William Yurcik and Hugh Osborne and Mark A. Holliday", title = "Teaching computer organization\slash architecture with limited resources using simulators", journal = j-SIGCSE, volume = "34", number = "1", pages = "176--180", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563408", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "As the complexity and variety of computer system hardware increases, its suitability as a pedagogical tool in computer organization/architecture courses diminishes. As a consequence, many instructors are turning to simulators as teaching aids, often using valuable teaching/research time to construct them. Many of these simulators have been made freely available on the Internet, providing a useful and time-saving resource for other instructors. However, finding the right simulator for a particular course or topic can itself be a time-consuming process. The goal of this paper is to provide an easy-to-use survey of free and Internet-accessible computer system simulators as a resource for all instructors of computer organization and computer architecture courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2002:GPS, author = "Steve Cunningham", title = "Graphical problem solving and visual communication in the beginning computer graphics course", journal = j-SIGCSE, volume = "34", number = "1", pages = "181--185", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563410", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The beginning computer graphics course can teach much more than just computer graphics. It can also provide an excellent introduction to graphical problem solving and visual communication, and in so doing can be an excellent complement to other computer science courses that teach more analytical problem solving. This paper describes the graphical problem-solving and visual communication contexts and discusses how they can be supported by the beginning computer graphics course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodger:2002:ICS, author = "Susan H. Rodger", title = "Introducing computer science through animation and virtual worlds", journal = j-SIGCSE, volume = "34", number = "1", pages = "186--190", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We describe a course for non-majors that teaches computer science concepts and programming by creating simple animations and building $2$D and $3$D virtual worlds. Students work with scripting languages, an interactive programming environment, a programmable modeling environment, and finish with a simple programming language. Students work in pairs on computers during class. Each student creates a web portfolio to display their work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{George:2002:UVA, author = "Carlisle E. George", title = "Using visualization to aid program construction tasks", journal = j-SIGCSE, volume = "34", number = "1", pages = "191--195", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper discusses how novices exposed to an execution model of recursion (similar to an expert's mental model and visualised in the EROSI tutor) performed on the task of constructing an embedded recursive solution to a given problem specification. Empirical observations showed that after using the EROSI tutor, novices employed a variety of methods during program construction including the use of their understanding of the execution process of recursion from their visualisation experiences. Using our findings we provide some useful suggestions to inform teaching practice. We conclude that when teaching about recursion: visualising program execution models can be a useful aid to program construction, by providing a mental framework for reasoning about the behaviour of program code fragments both before and after coding; visualisation methods may not always be a sufficient condition for developing programming skills; and the teaching of techniques for program construction may be necessary.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stern:2002:VRR, author = "Linda Stern and Lee Naish", title = "Visual representations for recursive algorithms", journal = j-SIGCSE, volume = "34", number = "1", pages = "196--200", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563414", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We have developed a framework for pedagogically-oriented animations, designed to help students learn new algorithms. Recursive sorting and searching algorithms pose a particular challenge, as it can be difficult to find visual representations that help students develop a mental model of how the recursion proceeds. Relatively complex representations, such as thumbnail sketches or explicitly showing the function stack along with the data structure are appropriate for some algorithms, while simpler representations suffice for others. We have found it useful to classify recursive algorithms according to the way they navigate through a data structure and manipulate data items within it, sometimes with further subdivision according to the kind of recursion. Within each category there are common strategies for visual representation. While there may be no single, general way to represent recursive algorithms, classification is a useful guide to picking an appropriate strategy when animating recursive algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Treu:2002:TUC, author = "Kevin Treu", title = "To teach the unteachable class: an experimental course in {Web}-based application design", journal = j-SIGCSE, volume = "34", number = "1", pages = "201--205", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563416", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In the current Web-dominated computing environment, it is increasingly important that students learn the principles of Web-based application design. But this topic is so broad and includes so many different technologies that it is virtually impossible to design an effective class around the traditional lecture-based model. This paper describes a successful approach to teaching the subject that uses a seminar format and features faithful simulation of real world development processes, meaningful case studies and flexibility in terms of coverage as its central themes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ellis:2002:AWT, author = "Heidi J. C. Ellis", title = "Andragogy in a {Web} technologies course", journal = j-SIGCSE, volume = "34", number = "1", pages = "206--210", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The face of the student body in post-secondary degree programs in the United States is changing as an increasing number of students work full-time while attaining an advanced degree [13]. As the student population includes greater numbers of working professionals, a corresponding change in the instructional approaches used to educate the maturing student population is required. Knowles' theory of andragogy [9] is a set of principles that can be used to guide adult learning. This paper describes an application of andragogy to a graduate-level Web Technologies course comprised of working professional students. In this paper, the working professional is characterized and an educational philosophy based on the theory of andragogy is presented. The application of andragogy to a Web Technologies course is described and the results are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Douglas:2002:IHC, author = "Sarah Douglas and Marilyn Tremaine and Laura Leventhal and Craig E. Wills and Bill Manaris", title = "Incorporating {Human-Computer Interaction} into the undergraduate computer science curriculum", journal = j-SIGCSE, volume = "34", number = "1", pages = "211--212", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563419", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This special session presents issues, approaches and experiences related to incorporating Human-Computer Interaction (HCI) into the undergraduate CS curriculum. Since the publication of the ACM SIGCHI Curricula for Human-Computer Interaction in 1992 [1], CS educators have tried various implementations of these guidelines. These implementations have been mainly offered as elective courses or modules within other courses, partly because the CS mainstream has been slow to recognize the importance of user interface design and HCI issues in software development. Today at least 50\% of the code written for software applications is specific to the user interface. Average end-user expertise is continually dropping due to the proliferation of inexpensive computers available to the general public. Accordingly, user interface effectiveness has become increasingly important in software development, as the user interface has the power to ``make or break'' a software product. Through its emphasis on user-centered design, task analysis, and usability evaluation among other topics, an HCI course addresses more than 1/3 of the guidelines and imperatives of the ACM Code of Ethics [2]. This includes issues related to professional review, evaluations of computer systems, social responsibility and quality of life, and non-discrimination and dignity of end-users. CS educators have begun realizing the importance of incorporating HCI into the educational experience of students. Approximately 40\% of the CAC-accredited degree programs include an HCI course at the upper level; however, this course is offered mostly as an elective (37\% of degree programs) as opposed to a required course (3\% of degree programs) [3]. Also, HCI is included as a core knowledge area in Computing Curricula 2001 [4, 5, 6]; unfortunately, only six hours have been devoted to it, as opposed to, say, 36 hours for architecture.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Owens:2002:JIW, author = "Barbara Boucher Owens and Rich Pattis and Chris Stephenson and Jack Rehder and Dean Sanders", title = "{JAVA IDEs}: why and how we use what we do", journal = j-SIGCSE, volume = "34", number = "1", pages = "213--214", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This panel reflects the experiences of several faculty who each use a different Java Interactive Development Environment (IDE). Panelists will discuss the salient features of the IDEs that are used at their particular institutions. Each panelist will discuss system requirements, ease of installation, strengths and weaknesses of each IDE and pointers for successful adaptation to the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Johnson:2002:NSF, author = "Jeffrey Johnson", title = "{National Science Foundation Graduate Research Fellowship Program}", journal = j-SIGCSE, volume = "34", number = "1", pages = "215--216", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563423", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The objective of the Graduate Research Fellowship Program (GRFP) of the National Science Foundation (NSF) is to support the vitality of the human resource base of science, mathematics, and engineering in the United States and to reinforce its diversity. Oak Ridge Associated Universities (ORAU) manages the GRFP application and review processes under contract to NSF.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Califf:2002:TSK, author = "Mary Elaine Califf and Mary Goodwin", title = "Testing skills and knowledge: introducing a laboratory exam in {CS1}", journal = j-SIGCSE, volume = "34", number = "1", pages = "217--221", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563425", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Testing students' programming skills remains a challenge for courses that teach beginning programming. This paper describes the introduction of a laboratory final examination into a CS1 course. We present our approach to a lab final and present initial evidence indicating the effectiveness of the lab final. We also describe the problems encountered and solutions to those problems, which may benefit others interested in instituting a similar exam.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roumani:2002:DGL, author = "Hamzeh Roumani", title = "Design guidelines for the lab component of objects-first {CS1}", journal = j-SIGCSE, volume = "34", number = "1", pages = "222--226", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We adopt the view that CS1 labs are not programming assignments, and that they should not be used for grading students or assessing their level of understanding. Instead, we think of them as teaching instruments that complement lectures by teaching the same material but in an exploratory fashion. But for labs to play this pedagogical role, certain conditions must be met in terms of how they are written and the complexity they expose. In this paper we present guidelines for designing the labs and the Java packages that must accompany them, with special emphasis on software engineering. Our own experience with implementing these guidelines, together with a few samples, is included.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2002:SEC, author = "A. T. Chamillard and Kim A. Braun", title = "The software engineering capstone: structure and tradeoffs", journal = j-SIGCSE, volume = "34", number = "1", pages = "227--231", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563428", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "One of the largest challenges facing educators teaching undergraduate software engineering courses is providing the students with meaningful experiences they will find useful when they complete their undergraduate education. Those experiences should include all phases of the software development process, and to be as realistic as possible they should also include the uncertainty and continual change present in any real project. In addition, those experiences need to include working with others in a team, which can affect the morale of some students and also poses challenges to the professor when the time to assign grades arrives. In this paper we discuss how we have tailored the software engineering capstone sequence at the U.S. Air Force Academy to address these issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Noonan:2002:UTF, author = "Robert E. Noonan and Richard H. Prosl", title = "Unit testing frameworks", journal = j-SIGCSE, volume = "34", number = "1", pages = "232--236", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In this paper we explore frameworks for performing unit testing in Java. The vehicle for this exploration is a student-written, skeleton program developed for the Computer Graphics course. Our analysis of this one experiment leads us to speculate what benefits in program development and design might accrue by requiring students to unit test their own programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weinberg:2002:PDH, author = "Jerry B. Weinberg and Mary L. Stephen", title = "Participatory design in a human-computer interaction course: teaching ethnography methods to computer scientists", journal = j-SIGCSE, volume = "34", number = "1", pages = "237--241", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Empirical evidence shows the ability for computer technology to deliver on its promises of enhancing our quality of life relies on how well the application fits our understanding of how things work. Software designers need to apply methods that provide insights into the user's mental model of the application's target task and to invite the user to be an active participant in the design process. This paper reports on our efforts to design an HCI curriculum around ethnographic techniques of data gathering and paper prototyping. Initial results are presented that study the course's effects on student's attitudes regarding approaches to software design and their long term design behavior.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nikolic:2002:GTL, author = "Dejan Nikolic and Ching-Kuang Shene", title = "{GraphicsMentor}: a tool for learning graphics fundamentals", journal = j-SIGCSE, volume = "34", number = "1", pages = "242--246", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper discusses the functionality of GraphicsMentor. GraphicsMentor permits a student to modify many parameters of the camera, objects, and light sources interactively, and to visualize the rendered result on-the-fly. It also supports basic keyframe animation. With GraphicsMentor, a student should be able to grasp the fundamentals of computer graphics quickly and easily in a learning-by-doing way.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Krane:2002:UVS, author = "Roseann Krane and Alfred Thompson and Harriette Kisilinsky and Pat Phillips", title = "Using {Visual Studio. Net} in the classroom", journal = j-SIGCSE, volume = "34", number = "1", pages = "247--248", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The exciting promise of Microsoft. NET Technology inspired four teachers from high schools in Florida, New Hampshire, Wisconsin and California to collaborate using the new technology to teach high school programming. Follow their adventures through the school year of implementing a new technology, coordinating curriculum and partnering distant students. Learn from this panel the do's and don't's that lead to success for innovative teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Null:2002:RCC, author = "Linda Null and Mike Ciaraldi and Liz Adams and Ursula Wolz and Max Hailperin", title = "Rewrite cycles in {CS} courses: experience reports", journal = j-SIGCSE, volume = "34", number = "1", pages = "249--250", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The generally accepted wisdom among teachers of English composition is that a ``rewrite cycle'' should be used as a teaching strategy. Rather than expecting students to extrapolate from the grading comments on paper N what they should do differently on paper N + 1, it has become conventional to ask for a rewrite of paper N itself. Of course, there are many variations on this theme. For example, peer review may supplement or replace some of the rounds of grading. The panelists will explore some of the ways they have applied this pedagogic strategy in computer science courses. Most obviously, when we have our students write papers, we have them do rewrites. However, some of us don't stop there, but rather also apply the same idea to the writing of programs or mathematical analyses. This encourages our students to do a high-quality job, and to feel that they have truly mastered a topic. Clearly, there are tradeoffs and difficulties, principally involving time. The panelists will also discuss this aspect, indicating how they have coped with the pitfalls, and indicating what has worked well, and what not so well. Ultimately, however, all the panelists are optimistic about the value of rewrite cycles. After the panelists share their experiences, there will be some time for discussion with the audience. Based on the interest this topic provoked on the sigcse.members mailing list, and in ensuing private email, we look forward to an active audience. We will also make materials from the session available at http://www.gustavus.edu/~max/rewrite/", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2002:OO, author = "Joseph Bergin and Richard Kick and Judith Hromcik and Kathleen Larson", title = "The object is objects", journal = j-SIGCSE, volume = "34", number = "1", pages = "251--251", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Teaching objects early requires different pedagogy. It isn't especially difficult, but it is different. Four presenters will explain and demonstrate different methodologies for introducing objects early in introductory computer science courses. The propose is to provide teachers with ideas that they can use or modify to successfully introduce objects and classes to novice programmers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2002:MCL, author = "A. T. Chamillard and Laurence D. Merkle", title = "Management challenges in a large introductory computer science course", journal = j-SIGCSE, volume = "34", number = "1", pages = "252--256", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Many colleges and universities throughout the world offer introductory computer science courses with significant student enrollment. There are certainly plenty of challenges for the administrators of those courses; ensuring equitable grading across different instructors and offering times for the course, accomplishing the massive material preparation and other logistical tasks required for the course, grading the large number of assessments associated with the large enrollment, and managing the numerous instructors in the course are a few examples. This paper discusses the processes we have implemented to address these and other management challenges at the U.S. Air Force Academy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolfman:2002:MLE, author = "Steven A. Wolfman", title = "Making lemonade: exploring the bright side of large lecture classes", journal = j-SIGCSE, volume = "34", number = "1", pages = "257--261", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Pedagogy of large lecture classes has traditionally focussed on deemphasizing the problems their size creates. This approach has yielded valuable practical advice for instructors. However, this paper argues that there are pedagogical advantages to the large lecture format and that exploiting these advantages can further improve classroom instruction. I present some advantages of large classes and anecdotes that demonstrate how to exploit these advantages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moore:2002:BED, author = "Thomas K. Moore", title = "Bringing the enterprise into a database systems course", journal = j-SIGCSE, volume = "34", number = "1", pages = "262--265", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Most database systems courses concentrate on teaching the principles of relational databases. An alternative approach is one in which those principles are taught within the context of emerging enterprise systems. A description is given in this paper of a course that has been successfully taught at the undergraduate level that uses the Java 2 Enterprise Edition (J2EE) model, and its services, to illustrate basic database principles.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dietrich:2002:JDC, author = "Suzanne W. Dietrich and Susan D. Urban and Ion Kyriakides", title = "{JDBC} demonstration courseware using {Servlets} and {Java Server Pages}", journal = j-SIGCSE, volume = "34", number = "1", pages = "266--270", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563444", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper describes the design and functionality of courseware developed to demonstrate the JDBC API. The courseware is used in an advanced undergraduate database course that emphasizes the use of Web access to database systems. The JDBC courseware is written using Java Servlets and Java Server Pages, allowing the user to view the metadata associated with a database, to view and browse the information in a database according to the database metadata, and to query and/or manipulate data using SQL statements. The advantage of the courseware is that it demonstrates the main functionality of the JDBC API in an application-independent manner. The courseware can access any ODBC-compliant database, emphasizing the generality of the JDBC API and helping students understand how JDBC can be used to query the metadata of the database as well as the database contents.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2002:GIS, author = "Michael H. Goldwasser", title = "A gimmick to integrate software testing throughout the curriculum", journal = j-SIGCSE, volume = "34", number = "1", pages = "271--275", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We discuss our experiences in which students of a programming course were asked to submit both an implementation as well as a test set. A portion of a student's grade was then devoted both to the validity of a student's program on others' test sets, as well as how that student's test set performed in uncovering flaws in others' programs. The advantages are many, as this introduces implicit principles of software testing together with a bit of fun competition. The major complication is that such an all-pairs execution of tests grows quadratically with the number of participants, necessitating a fully automated scoring system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Diwan:2002:ITS, author = "Amer Diwan and William M. Waite and Michele H. Jackson", title = "An infrastructure for teaching skills for group decision making and problem solving in programming projects", journal = j-SIGCSE, volume = "34", number = "1", pages = "276--280", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In industry, programmers work in groups to design and implement substantial pieces of software. In contrast, most programs that students write in classes are toy programs involving little or no group work. To address this discrepancy, we have developed a software infrastructure that aims to teach group work skills to students in computer science courses and also enables students to tackle larger and more significant projects. We are in the process of deploying this infrastructure in a three course sequence at the University of Colorado: Data Structures---Programming Languages---Compiler Construction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sloan:2002:NCB, author = "Joseph D. Sloan and Andy Lopez and Randy K. Smith and Dick Mowe", title = "Networking {CS}: beyond the first course", journal = j-SIGCSE, volume = "34", number = "1", pages = "281--282", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We face a need for undergraduate instruction in networking and telecommunications. The Computing Research Association has identified both web-specialists and network-designers as being among the seven occupations where there is a clearly established shortage of professionals [2]. Even with the recent softening of the economy, individuals in the networking and telecommunications field are highly sought after as attested to by surveys such as RHIConsulting's\reg{} recent survey of 1400 CIOs nationwide [4]. It is imperative to ask how these individuals will be educated. Historically, telecommunications has been hardware oriented. Consequently, it has been in the domain of Electrical Engineering. The ongoing convergence of communications and computing, however, has drastically shifted the focus of telecommunications and considerably broadened the field. Many of the new areas of telecommunications will not fit neatly into old categories. Some are much closer to Computer Science than Electrical Engineering. Schools wishing to address this need must begin by deciding what should be taught. For two-year schools, the ACM has issued guidelines for several programs [1]. For four-year institutions, the curriculum remains an open question. The primary guidelines for four-year institutions are the dated 1991 Computing Curricula [5] and the emerging Computing Curricula 2001 Computer Science [3]. As the goal of these documents is to define the core needs of the CS discipline, understandably, neither goes beyond outlining an introductory course in networking. Schools interesting in educating professionals in networking and telecommunications will need to go beyond this first course. A key question would seem, then, in teaching networking, what should be taught beyond the first course?Our panel presents three quite different positions---that the basic need can be met with a single well-designed course, that a few advanced courses will meet the need, and that a collection of courses constituting a minor is called for.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hummel:2002:UVB, author = "Joe Hummel and Jean Mehta", title = "Using {Visual Basic} in the {CS} curriculum", journal = j-SIGCSE, volume = "34", number = "1", pages = "283--284", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Visual Basic is currently the most popular programming language in the United States. And yet, it is rarely found in traditional Computer Science (and related) curriculums. Perhaps this is due to the fact that VB is not truly object-oriented, but object-based. Or perhaps because VB is not an open language, instead supported only by tools from Microsoft Corporation and available only on the Windows platform. Or perhaps it is simply Microsoft itself, with its monopolistic tendencies. This panel will argue that Visual Basic --- while it should not replace the use of more traditional languages such as C++, Java, or Scheme --- fulfills an important role in modern CS and related curriculums. The panelists will highlight a few of the cases in which they have found VB to be exceedingly useful, and discuss their rationale for choosing VB over other languages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hunt:2002:HDG, author = "Fran Hunt and Joe Kmoch and Chris Nevison and Susan Rodger and Julie Zelenski", title = "How to develop and grade an exam for 20,000 students (or maybe just 200 or 20)", journal = j-SIGCSE, volume = "34", number = "1", pages = "285--286", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Although our students may spend only a class period working one of our exams, as instructors, we invest many more hours crafting the questions and grading their responses. How do we ensure our time is well-spent? What qualities contribute to an effective exam? How can we guarantee a fair evaluation of student performance?With an 18-year track record delivering a nationwide exam, the Advanced Placement Computer Science (AP CS) program has a wealth of experience in the area of exam development and administration. This special session will bring together members of the AP CS Development Committee and the Educational Testing Service to share some of their insights into how the experts do it. AP teachers will learn more about the exam for which they are preparing their students. College faculty will gain a better understanding of the metrics provided by the AP exam. All instructors will come away with practical and transferable ideas for successful exam tactics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rasala:2002:SMD, author = "Richard Rasala and Jeff Raab and Viera K. Proulx", title = "The {SIGCSE 2001 Maze Demonstration} program", journal = j-SIGCSE, volume = "34", number = "1", pages = "287--291", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This article will describe the SIGCSE 2001 Maze Demo program that may be used as a CS2 laboratory exercise on traversal algorithms. The article will also describe the object-oriented design of the program and the Java Power Tools that were used to enable rapid development of its graphical user interface. Finally, the quality of the program and the speed of its development shows that it is now practical to teach freshmen using full graphical user interfaces rather than interfaces that use the console or a small restricted set of interface widgets.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levitin:2002:UPT, author = "Anany Levitin and Mary-Angela Papalaskari", title = "Using puzzles in teaching algorithms", journal = j-SIGCSE, volume = "34", number = "1", pages = "292--296", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563456", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper advocates a wider use of puzzles and puzzle-like problems in teaching design and analysis of algorithms. It discusses a variety of puzzles and classifies them according to the general algorithm design techniques. Pedagogic issues are explored.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2002:UEC, author = "Michael R. Wick and Daniel E. Stevenson and Andrew T. Phillips", title = "Using an environment chain model to teach inheritance in {C++}", journal = j-SIGCSE, volume = "34", number = "1", pages = "297--301", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Inheritance is a central topic in most introductory object-oriented programming courses and frequently the most challenging for students to comprehend. The difficulties students experience often center around the rather complicated and obscure dynamic method invocation algorithms used in languages like C++ and Java. We present a visual model for teaching inheritance that captures the essential aspects of these algorithms yet is easy for students to comprehend and apply.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bucci:2002:AOO, author = "Paolo Bucci and Wayne Heym and Timothy J. Long and Bruce W. Weide", title = "Algorithms and object-oriented programming: bridging the gap", journal = j-SIGCSE, volume = "34", number = "1", pages = "302--306", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Currently there is a serious conceptual and technical gap between ideas emphasized in object-oriented programming and ideas as taught in algorithms courses. We suggest both a paradigm for ``re-expressing'' algorithms in terms of classes and objects, and a set of criteria relative to which the quality of such re-expressions can be evaluated. A detailed example is provided for re-expressing the algorithmic idea of sorting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Emory:2002:JDL, author = "David Emory and Roberto Tamassia", title = "{JERPA}: a distance-learning environment for introductory {Java} programming courses", journal = j-SIGCSE, volume = "34", number = "1", pages = "307--311", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper describes a Java-based distance-education tool, called the Environment for Remote Programming Assignments in Java (JERPA), for use in computer science courses with Java programming assignments. JERPA reduces the demand on the university's computing infrastructure while providing instructors with an easy system to deploy and distribute assignments, and allowing students greater flexibility as they work on the assignments. JERPA yields immediate advantages to traditional on-campus CS courses and provides a key functionality to programming courses offered in a distance-education setting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurtz:2002:EIE, author = "Barry L. Kurtz and Dee Parks and Eric Nicholson", title = "Effective {Internet} education: a progress report", journal = j-SIGCSE, volume = "34", number = "1", pages = "312--316", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Our Internet-based project is developing two courses to demonstrate the viability of a virtual classroom environment where the on-line student can interact both with the instructor and ``virtual classmates.'' Other course components include a hyperlinked textbook and laboratory experiences that stress learning-by-doing. We use Java on both the server side and the client side to support the classroom interaction and the laboratory activities. This paper illustrates some of the particular software technologies used. We discuss problems encountered, solutions found, and the ongoing development of materials.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolf:2002:OSS, author = "Marty J. Wolf and Kevin Bowyer and Don Gotterbarn and Keith Miller", title = "Open source software: intellectual challenges to the status quo", journal = j-SIGCSE, volume = "34", number = "1", pages = "317--318", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Open source software is making a large impact on many aspects of society including the business community, the computing industry, the entertainment industry and higher education. The computer science education community has been quiet about issues of open source versus closed source and the role of open source code in the advancement of information technology. A survey of recent issues of SIGCSE Bulletin and SIGCSE conference proceedings shows little attention to the role open source software should play in computer science education. We are here to raise the question: ``What are the social and ethical responsibilities of computer science faculty regarding open source software?''One set of issues concerns the use of open source software in teaching and the use of open source development models in the teaching of software development. Some basic questions that arise include ``Should analysis of open source (and possible contributions to it) be the subject of class assignments?'' and ``Should open source software development models be taught?''A second set of issues concerns the use of open source software in support of teaching (e.g., using Linux as your standard platform). Some basic questions that arise include ``Should we use open source software to support teaching?'' and ``Are these faculty ethically obligated to make contributions to the open source software base?''In this panel we will identify many of the parties involved in the ethical and social issues surrounding the use of open source in teaching and in the support of teaching, and we will identify the rights and responsibilities we, as faculty, have to the various parties. This panel will initiate a discussion that will identify additional parties and our further professional obligations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2002:NA, author = "Nick Parlante and John K. Estell and David Reed and David Levine and Dan Garcia and Julie Zelenski", title = "Nifty assignments", journal = j-SIGCSE, volume = "34", number = "1", pages = "319--320", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563466", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Creating assignments is a difficult and time consuming part of teaching Computer Science. Nifty Assignments is a forum, operating at a very practical level, to promote the sharing of assignment ideas and assignment materials. Each presenter will introduce their assignment, give a quick demo, and describe its niche in the curriculum and its strengths and weaknesses. The presentations (and the descriptions below) merely introduce each assignment. For more detail, each assignment has its own web page with more detailed information and assignment materials such as handouts and data files to aid the adoption of the assignment. Information on participating in Nifty Assignments as well as all the assignment pages are available from our central page\ldots{} http://cse.stanford.edu/nifty/", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2002:TEA, author = "Ian Sanders", title = "Teaching empirical analysis of algorithms", journal = j-SIGCSE, volume = "34", number = "1", pages = "321--325", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In this paper I argue that empirical analysis of algorithms is important but also difficult and requires a place in our curricula. I discuss how I planned to include coverage of this topic through lectures, discussions and practical work and the approach that I took in the Honours Analysis of Algorithms topic at the University of the Witwatersrand in 2001. I then discuss the results of a survey conducted on the Honours class and suggest some improvements for 2002.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fenwick:2002:SEM, author = "James B. Fenwick and Cindy Norris and James Wilkes", title = "Scientific experimentation via the matching game", journal = j-SIGCSE, volume = "34", number = "1", pages = "326--330", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In traditional computer science curricula, students view program implementation as the end product and not the means to obtaining some further result. All too often students complete an implementation at the last minute, perform a minimal amount of testing and call the assignment done! This paper discusses an approach we have taken in our courses to have students use and develop programs as part of a scientific inquiry. In addition to causing students to perform more thorough testing, our approach also improves empirical and critical thinking skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2002:VPP, author = "David Ginat", title = "On varying perspectives of problem decomposition", journal = j-SIGCSE, volume = "34", number = "1", pages = "331--335", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The most common decomposition perspective in computer science problem-solving is 'top-down', in which the problem at hand is divided into 'smaller' sub-problems. Yet there are more decomposition perspectives. In this paper we illuminate three additional perspectives and demonstrate their didactic value. The presentation is displayed in an apprenticeship manner, through different approaches for solving an intriguing algorithmic challenge --- the problem of finding majority. Each of the three perspectives is tied to a variety of algorithmic problems and solutions, and elaborated as a pedagogical tool for teaching algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maurer:2002:CPL, author = "W. Douglas Maurer", title = "The comparative programming languages course: a new chain of development", journal = j-SIGCSE, volume = "34", number = "1", pages = "336--340", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The programming language concepts which ought to be presented in the comparative programming languages course (either graduate or undergraduate) are all covered by choosing C++, Java, Perl, and Python as the languages to be compared. These include dynamic typing, object orientation, multiple inheritance, interpreters and compilers, keyword and default parameters, generics, operator overloading, complex numbers, universal hierarchies, exceptions, and garbage collection. We describe such a course, which we have given.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Debray:2002:MCD, author = "Saumya Debray", title = "Making compiler design relevant for students who will (most likely) never design a compiler", journal = j-SIGCSE, volume = "34", number = "1", pages = "341--345", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Compiler Design courses are a common component of most modern Computer Science undergraduate curricula. At the same time, however, compiler design has become a highly specialized topic, and it is not clear that a significant number of Computer Science students will find themselves designing compilers professionally. This paper argues that the principles, techniques, and tools discussed in compiler design courses are nevertheless applicable to a wide variety of situations that would generally not be considered to be compiler design. Generalizing the content of compiler design courses to emphasize this broad applicability can make them more relevant to students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tucker:2002:IFM, author = "Allen B. Tucker and Robert E. Noonan", title = "Integrating formal models into the programming languages course", journal = j-SIGCSE, volume = "34", number = "1", pages = "346--350", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In our approach to the Programming Languages course, formal models are integrated as a thread that pervades the course, rather than as a one of many topics that is introduced and then dropped. In this paper we present a simplified version of the formal semantics used. We then show how this model is implemented using the object-oriented, functional and logic paradigms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2002:EPI, author = "Steven Robbins", title = "Exploration of process interaction in operating systems: a pipe-fork simulator", journal = j-SIGCSE, volume = "34", number = "1", pages = "351--355", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563476", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper examines the use of a simulator to explore process interaction in Unix. The simulator allows instructors to trace through a variety of programs and to show how the processes and pipes are connected. Students can create C language programs and see how changes in their code or changes in process scheduling affect the configuration of the processes and pipes as well as the output of the program. Students can also see the consequences of not protecting critical sections in an executing program. The simulator is flexible enough to allow the creation of process fans, chains and trees as well as unidirectional and bidirectional rings. The program is written in Java and can be run as a standalone application or as an applet from a browser.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reek:2002:WTS, author = "Kenneth A. Reek", title = "The well-tempered semaphore: theme with variations", journal = j-SIGCSE, volume = "34", number = "1", pages = "356--359", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper discusses differences in the semantics of various semaphore implementations and their ramifications in developing solutions to synchronization problems. An approach is described to insulate students from these differences and simplify the task of teaching semaphores.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carr:2002:CLS, author = "Steve Carr and Changpeng Fang and Tim Jozwowski and Jean Mayo and Ching-Kuang Shene", title = "A communication library to support concurrent programming courses", journal = j-SIGCSE, volume = "34", number = "1", pages = "360--364", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563478", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "A number of communication libraries have been written to support concurrent programming. For a variety of reasons, these libraries generally are not well-suited for use in undergraduate courses. We have written a communication library uniquely tailored to an academic environment. The library provides two levels of communication abstraction (topology and channel) and supports communication among threads, processes on the same machine, and processes on different machines, via a unified interface. The routines facilitate controlled message loss along channels and can be integrated with an existing graphical tool that supports visualization of the communication that occurs. An editor has been developed for automatic code generation for arbitrary topologies via a graphical interface. All these tools run over Solaris, Linux, and Windows.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mullins:2002:PIS, author = "Paul Mullins and Jim Wolfe and Michael Fry and Erik Wynters and William Calhoun and Robert Montante and William Oblitey", title = "Panel on integrating security concepts into existing computer courses", journal = j-SIGCSE, volume = "34", number = "1", pages = "365--366", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563480", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Recently, computer security has come to the forefront of public awareness. With the onslaught of worms such as Code Red, national (U.S.) concern has increased about cyber terrorism and the information infrastructure. One educational response has been the emergence of a number of computer security degree programs --- at the undergraduate level, e.g., East Stroudsburg State University of PA, and at the graduate level, e.g., the Heinz School at Carnegie-Mellon University. The panel members were all participants in the Cyber security faculty development Workshop[1] held at Indiana University of PA in August, 2001. Among the goals of the workshop was the development of courses that would teach the theory and application of security, including the use of specially designed (quarantined) ``attack'' and ``defend'' computer labs. Additional goals include development of modules related to security for CS core courses, and an interdisciplinary minor for Computer Science and Criminology majors. It was the consensus of the panel participants that many institutions would be unable to implement special degree programs or tracks, and, in a significant number of cases, might be unable to immediately implement even one specialized course. Yet, all the participants also believed strongly that security-related content in our computer courses can, and should, be improved. Even if no security-based courses are added, major and non-major courses in computer science, CIS, etc., can do a better job of raising awareness of threats, vulnerabilities, and risks. Each panel member will address a specific course or sub discipline and describe how security was infused or added to the current curriculum. The intent is to foster discussion regarding appropriateness and pedagogy while relating individual experiences, successes and failures. Audience and panel members will be encouraged to discuss the relative merits of this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reges:2002:SFI, author = "Stuart Reges", title = "{SIGCSE} 2002 forum: industry in the ivory tower", journal = j-SIGCSE, volume = "34", number = "1", pages = "367--367", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The intent of this forum is to generate a really lively discussion on the gamut of our relationship --- as computer science educators --- to industry. How dependent are we/should we be on specific industry software and platforms? (Many examples come to mind --- Microsoft Visual Studio. NET, Red Hat Linux, C\#, Sun's version of Java.)How obligated are we to jump on board the newest upgraded software version of whatever we might be using?How does our desire for good job placement of our graduates square with our oft-repeated claim that we are educators, not trainers?Pursuing this issue of ``where do we fall on the spectrum between training and education,'' what to do about all these industry certification programs --- Cisco, Novell, Oracle, Microsoft. Do we teach these curricula? Do we give credit to students who take it, say at a community college, and then transfer?What about a service course in, say, Photoshop? Is this college-level material?Do opportunities for summer internships or research projects in an industry setting place some special obligations on us with respect to that company?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2002:SFI, author = "Henry Walker", title = "{SIGCSE} 2002 forum: introducing {SIGCSE} committees: a new initiative to support computing education through {SIGCSE}-member involvement", journal = j-SIGCSE, volume = "34", number = "1", pages = "368--368", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563484", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cannon:2002:TSP, author = "Robert Cannon and Thomas B. Hilburn and Jorge Diaz-Herrera", title = "Teaching a software project course using the team software process", journal = j-SIGCSE, volume = "34", number = "1", pages = "369--370", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563486", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The tutorial is intended for faculty that will be teaching or have taught a software project course. It provides attendees with ideas, concepts, guidelines and experiences for teaching such a course using the introductory Team Software Process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grinder:2002:LLT, author = "Michael T. Grinder and Seong B. Kim and Teresa L. Lutey and Rockford J. Ross and Kathleen F. Walsh", title = "Loving to learn theory: active learning modules for the theory of computing", journal = j-SIGCSE, volume = "34", number = "1", pages = "371--375", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Can students love to learn the theory of computing? This topic is, after all, probably the most challenging in the computer science curriculum. The academic structure in the United States from grade school on is not particularly good at preparing students to deal with mathematical abstractions in any case, and the kinds of abstractions that permeate the theory of computing are unlike any encountered in other math courses: strings, formal languages, and models of computation. Furthermore, there is often little correlation provided in a standard theory textbook between the theory and the real world of software development; students wonder just what the point of the course is. It is no surprise, then, that most students struggle with learning the theory of computing. It is tempting to forego teaching the theory of computing, since students not only struggle with it, but they often retain so little of it. This would be a mistake. Done properly, the theory course puts the ``science'' into computer science, giving aspiring practitioners a basis for understanding the fundamental laws that govern their discipline: there are problems that cannot be solved, there are intractable problems, there are limitations on the efficiency of the solutions to problems, and so on. Students not only need to know these fundamental truths about their field, but they also need to be able to apply this knowledge to their everyday work of programming. In this paper we describe recent advances in our long-term efforts in the Webworks Laboratory at Montana State University to make the theory of computing accessible to students through active learning modules designed for use on the web. While we won't be so bold as to say that students will actually love to learn the theory of computing as a result of having access to these modules, we can confidently say from our own experience that they will find learning the theory to be more fun. And that, we would all agree, is a big step towards helping students learn.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McDonald:2002:IPA, author = "Jennifer McDonald", title = "{Interactive Pushdown Automata Animation}", journal = j-SIGCSE, volume = "34", number = "1", pages = "376--380", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563489", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper will present the Interactive Pushdown Automata Animation for use in an Automata Theory class. It will present the features of the IPAA as well as the algorithm and data model used. Finally, this article will outline the necessary pieces of a good visual tool and show how they are implemented in the IPAA.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lukins:2002:TPP, author = "Stacy Lukins and Alan Levicki and Jennifer Burg", title = "A tutorial program for propositional logic with human\slash computer interactive learning", journal = j-SIGCSE, volume = "34", number = "1", pages = "381--385", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper describes a tutorial program that serves a double role as an educational tool and a research environment. First, it introduces students to fundamental concepts of propositional logic and gives them practice with theorem proving. Secondly, the program provides an environment in which we can track student learning, explore cognitive issues of human problem solving, and investigate the possibilities of interactive human/machine learning. We have tested the tutorial program on two groups of Discrete Mathematics students and report the results of our assessment. We also discuss the contributions and future directions of our research in interactive human/machine learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Newhall:2002:CPC, author = "Tia Newhall and Lisa Meeden", title = "A comprehensive project for {CS2}: combining key data structures and algorithms into an integrated {Web} browser and search engine", journal = j-SIGCSE, volume = "34", number = "1", pages = "386--390", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563492", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "We present our experience using a large, real-world application as a course project for the second half of the semester of a CS2 course. Our primary goal for the project was to create an engaging application that incorporated most of the key data structures and algorithms introduced in the course. Specifically, the project uses binary search trees, priority queues, hash tables, and graphs. The project consisted of four parts combined to build an integrated web browser and search engine in Java. A key benefit of an incremental, long-term project of this type is that students quickly learn that their initial design and implementation decisions have a significant impact on the eventual extensibility and performance of their software. This provides numerous opportunities for students to recognize the importance of software engineering techniques and complexity analysis in the development of a successful application. We present students' responses to the project which show that they overwhelmingly enjoyed the project and felt that it helped them to see how the data structures and algorithms discussed in the course are used in real software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2002:ISC, author = "Kay A. Robbins and Catherine Sauls Key and Keith Dickinson", title = "Integrating a simulation case study into {CS2}: developing design, empirical and analysis skills", journal = j-SIGCSE, volume = "34", number = "1", pages = "391--395", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "Case studies are widely used in business and medicine to help students learn from the successes and failures of practitioners in the field. This paper discusses the potential benefits of case studies in computer science and how case studies differ from projects. We describe our preliminary experience with developing a network simulation case study for an object-oriented CS2 course and present some of ideas for teaching such a case study through close coupling of lectures with laboratories. The teaching materials for this case study are available on the web.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fekete:2002:TDS, author = "Alan Fekete", title = "Teaching data structures with multiple collection class libraries", journal = j-SIGCSE, volume = "34", number = "1", pages = "396--400", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "In recent years, the teaching of data structures has been revolutionised by object-oriented languages, especially Java, in which the concept of each Abstract Data Type is made explicit as an Interface. The existing texts, though, each use a single set of classes: sometimes a standard library such as Sun's SDK, but in other cases these form a library unique to the text. In contrast, this paper advocates an approach which seeks to prepare students for the common situation for software developers, who are asked to regularly adjust to a library they are unfamiliar with. The teaching we describe openly acknowledges the existence of many libraries. A single concept such as Stack is expressed in subtly different ways in each library; these differences are made explicit for the student. We also show examples of assessment tasks that can accompany the teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shay:2002:MMC, author = "William Shay", title = "A multiplatform\slash multilanguage client\slash server project", journal = j-SIGCSE, volume = "34", number = "1", pages = "401--405", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563496", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper introduces a more general client/server example than is typically described. Whereas many client/server examples often involve communication between two C programs or two Java programs, this paper describes a program demo containing two clients (one in C and one in Java) and two servers (one in C and one in Java). Furthermore, either client is capable of connecting to and downloading a file from either server using a socket connection over the TCP/IP protocol. None of these programs make any assumptions regarding what language or platform supports the program at the remote end.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gagne:2002:JNB, author = "Greg Gagne", title = "To {\tt java.net} and beyond: teaching networking concepts using the {Java} networking {API}", journal = j-SIGCSE, volume = "34", number = "1", pages = "406--410", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563497", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "This paper covers the use of Java and its API for developing networking programs in an undergraduate computer networks class. Through the use of TCP and UDP sockets provided in the java.net package, students are able to write several client-server applications such as web and mail servers and a chat room. Additionally, the java.rmi API provides a library for invoking methods on remote objects, similar to remote procedure calls. Remote method invocation (RMI) is used to write a distributed version of the Producer-Consumer problem.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2002:SCS, author = "Joel Adams and David Vos", title = "Small-college supercomputing: building a {Beowulf} cluster at a comprehensive college", journal = j-SIGCSE, volume = "34", number = "1", pages = "411--415", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "A Beowulf cluster is a MIMD multiprocessor built from commodity off-the-shelf personal computers connected via a dedicated network, running free open-source software. Such a cluster can provide a supercomputer's performance at a small fraction of one's cost. For small colleges and universities, the relatively low cost of a Beowulf cluster makes it an attractive alternative to a commercial supercomputer. This paper details our experience building a Beowulf cluster at a four-year comprehensive college.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McGuffee:2002:MUC, author = "James W. McGuffee and Herbert L. Dershem and Linda B. Lankewicz and Gary Lewandowski and Dian Lopez and Oberta A. Slotterbeck", title = "Managing undergraduate {CS} research", journal = j-SIGCSE, volume = "34", number = "1", pages = "416--417", month = mar, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/563517.563500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:52 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Inroads: paving the way towards excellence in computing education.", abstract = "The focus of this panel is the role of computer science faculty in the undergraduate research process. The panel participants will share their personal experiences to highlight different approaches in developing and encouraging undergraduate computer science research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Johnson:2002:DCM, author = "Deborah G. Johnson and Keith W. Miller", title = "Is diversity in computing a moral matter?", journal = j-SIGCSE, volume = "34", number = "2", pages = "9--10", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543814", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#JohnsonM02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lazowska:2002:PMC, author = "Edward D. Lazowska", title = "Pale and male: 19$^{th}$ century design in a 21$^{st}$ century world", journal = j-SIGCSE, volume = "34", number = "2", pages = "11--12", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543815", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lazowska02; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lazowska:2002:PMT, author = "Ed Lazowska", title = "Pale and male: 19 th century design in a 21st century world", journal = j-SIGCSE, volume = "34", number = "2", pages = "11--12", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543815", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Borg:2002:CDE, author = "Anita Borg", title = "Computing 2002: democracy, education, and the future", journal = j-SIGCSE, volume = "34", number = "2", pages = "13--14", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543816", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Borg02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2002:WBW, author = "John A. N. (JAN) Lee", title = "Well behaved women rarely make history!", journal = j-SIGCSE, volume = "34", number = "2", pages = "14--15", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543817", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lee02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klawe:2002:GBC, author = "Maria M. Klawe", title = "Girls, boys, and computers", journal = j-SIGCSE, volume = "34", number = "2", pages = "16--17", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543818", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Klawe02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Prey:2002:WDY, author = "Jane Prey and Kevin Treu", title = "What do you say?: open letters to women considering a computer science major", journal = j-SIGCSE, volume = "34", number = "2", pages = "18--20", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543819", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#PreyT02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pratt:2002:PAV, author = "Lorien Y. Pratt and Manavendra Misra", title = "Perspectives on academic vs. industry environments for women in computer science", journal = j-SIGCSE, volume = "34", number = "2", pages = "20--22", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543820", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#PrattM02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taylor:2002:WCC, author = "Valerie E. Taylor", title = "Women of color in computing", journal = j-SIGCSE, volume = "34", number = "2", pages = "22--23", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543821", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Taylor02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jones:2002:CWP, author = "Anita Jones", title = "The curious ways of professional cultures and the ``two-body opportunity''", journal = j-SIGCSE, volume = "34", number = "2", pages = "24--25", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543822", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Jones02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wardle:2002:PEE, author = "Caroline E. Wardle and Lawrence Burton", title = "Programmatic efforts encouraging women to enter the information technology workforce", journal = j-SIGCSE, volume = "34", number = "2", pages = "27--31", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543824", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#WardleB02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "For over a decade the National Science Foundation (NSF) has been supporting projects designed to improve opportunities for women in computing. From an initial emphasis on increasing the number of women in graduate school studying computer science and engineering, NSF's current emphasis has broadened to include research studies examining the underlying reasons why women are underrepresented in the information technology (IT) workforce. This paper describes the recent history of NSF's activities in this area and the subsequent emergence of a research portfolio addressing the underrepresentation issue.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Balcita:2002:SFI, author = "Angela M. Balcita and Doris L. Carver and Mary Lou Soffa", title = "Shortchanging the future of information technology: the untapped resource", journal = j-SIGCSE, volume = "34", number = "2", pages = "32--35", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543825", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#BalcitaCS02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Building on ideas from a virtual workshop and additional input from the scientific community, the CISE Directorate at the National Science Foundation established the Information Technology Workforce Program (ITWF) in March 2000 to support a broad set of scientific research studies focused on the under-representation of women and minorities in the information technology workforce. In this paper, we explore various approaches that the funded researchers are taking to address the problem of women in information technology. We begin with a brief history of the ITWF, and then focus on some of the research projects in terms of their goals, approaches, and expected outcomes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jepson:2002:PP, author = "Andrea Jepson and Teri Perl", title = "Priming the pipeline", journal = j-SIGCSE, volume = "34", number = "2", pages = "36--39", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543826", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#JepsonP02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "In 1997 The Backyard Project, a pilot program of the Garnett Foundation, was instituted to encourage high school girls to explore careers in the computer industry (see {\tt http://taz.cs.ubc.ca/swift/archives/garnett.html}). At that time, the Garnett Foundation commissioned the Global Strategy Group to execute a survey of 652 college-bound high school students (grades 9 through 12), to help discover directions that The Backyard Project might take to try to move toward the mission of the pilot program. It conducted the study by telephone between March 25 and April 8, 1997 in the Silicon Valley, Boston, and Austin metropolitan areas. It conducted all interviews using a random digit dialing methodology, derived from a file of American households with high incidences of adolescent children. The survey had an overall margin of error of + 3.8\%.The top six answers from girls to the survey question ``Why are girls less likely to pursue computer science careers?'' in order of perceived importance by the girls were: ``not enough role models''; ``women have other interests''; ``didn't know about the industry''; ``limited opportunity''; ``negative media''; and ``too nerdy''.The Backyard Project, in existence from 1998-2001, sponsored computer camps on college campuses for high school girls. The first camp in 1998, served 24 girls and by 2000, it had grown to an eight-city program designed to give 360 girls, most from low-income families, a week to learn high tech fundamentals and meet women in the computer industry. This high growth rate reflects the urgent need for programs such as this one. The following discusses the six responses given above by the girl survey respondents. The quotes that follow (unless otherwise noted), speak to the issues raised in the survey and are taken from comments made by the high school girls attending the camp at Stanford University in 1999.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Duplantis:2002:VFA, author = "Willa Duplantis and Eve MacGregor and Maria M. Klawe and Michele Ng", title = "'Virtual family': an approach to introducing {Java} programming", journal = j-SIGCSE, volume = "34", number = "2", pages = "40--43", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543827", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#DuplantisMKN02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper introduces and discusses Virtual Family (VF): A gender-neutral game-based software that introduces Java programming. VF provides a completely functioning game that students extend and enhance via programming. We discuss the background and context within which Virtual Family was developed and other available multimedia resources for teaching programming. The paper then goes on to describe Virtual Family's concept and design. Finally, feedback received from Virtual Family teaching workshops is related, as well as preliminary results from using VF in high-school teaching units. Virtual Family is under development in a research lab at the University of British Columbia and is an initiative of Supporting Women in InFormation Technology (SWIFT). SWIFT is a five-year research action and implementation project to increase the participation of women in Information Technology. Virtual Family is available free of charge to anyone interested in using it for teaching or outreach purposes, to order email {\tt swift@interchange.ubc.ca}.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Countryman:2002:DHP, author = "Jeri Countryman and Alegra Feldman and Linda Kekelis and Ellen Spertus", title = "Developing a hardware and programming curriculum for middle school girls", journal = j-SIGCSE, volume = "34", number = "2", pages = "44--47", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543828", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CountrymanFKS02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "If you ask most children-or even most adults-to draw a picture of a computer scientist, you are likely to get a picture of a man. Despite the personal and professional rewards careers in technology, women are underrepresented in high-tech industry, and most girls do not imagine a career technology. Positions in the technology industry are among the most professionally challenging and highest paying. Yet, by their choices and preparation, girls limit their ability to work in technology fields in the future. For example, at the high school level where students begin to study and prepare for careers, girls enroll in fewer computer science courses---particularly advanced level classes---than boys do. The reasons for the disparity between boys' and girls' involvement in technology are multifaceted. Boys in our culture, much more than girls, are encouraged to engage in hands-on experimentation that gives them an advantage in terms of self-confidence and a willingness to experiment with technology. Children's first exposure to computers often comes through games and most computer games, with their violent themes and gender stereotypes, appeal to boys. Parents who may fail to encourage their daughters to experiment with technology often reinforce differences inadvertently. They are less inclined to enroll them in after-school and summer computer classes. Schools should help to level the playing field. And in fact, some schools have taken steps to reduce the gender divide in technology by setting policies of equal access, offering more gender-neutral software, and providing computer training and support for teachers [1]. Despite these efforts by some school districts, many teachers remain unprepared to integrate technology into the curriculum or to ensure its equitable use by students. And with enormous caseloads, counselors can do little to offer guidance to students and their families about academic and career opportunities in technology. In addition to striving to increase the number of girls involved with technology it is also important to consider how girls are participating in the computer culture. A common alternative to computer science courses-and a common point of entry for girls into the computer world-has been courses on computer ``tools'' such as databases, page layout, graphics, online publishing, and other ``productivity software'' [2]. These classes may teach basic skills rather than promote higher-order learning [3]. As such, we are challenged to create innovative ways for understanding the role that computers play in the education of girls and for improving their access to and use of computers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2002:RRW, author = "Joanne McGrath Cohoon", title = "Recruiting and retaining women in undergraduate computing majors", journal = j-SIGCSE, volume = "34", number = "2", pages = "48--52", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543829", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Cohoon02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper recommends methods for increasing female participation in undergraduate computer science. The recommendations are based on recent and on-going research into the gender gap in computer science and related disciplines They are intended to work in tandem with the Computing Research Association's recommendations for graduate programs (see [18] in this issue) to promote a general increase in women's participation in computing professions. Most of the suggestions offered here could improve the educational environment for both male and female students. However, general improvements are likely to be of particular benefit to women because women in our society do not generally receive the same level of support that men receive for entering and persisting in this field. Parents, friends, and classmates seldom encourage women to choose and continue in a computing discipline. Those few women who declare a computing major tend to experience continued lack of support throughout their education. They have few female peers to call on for help. Furthermore, students in their own and other majors may consider them odd. Even faculty can discourage women with unthinking remarks or with expectations based on the assumption that men's behavior and experience are the basis for success in computing majors. This lack of support can block or weaken women's commitment to computing. Moreover, when conditions in a department are generally unfavorable, those with a weakened commitment to the discipline often leave at higher rates than those who have sufficient support to overcome the conditions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Humphreys:2002:LAS, author = "Sheila Humphreys and Ellen Spertus", title = "Leveraging an alternative source of computer scientists: reentry programs", journal = j-SIGCSE, volume = "34", number = "2", pages = "53--56", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543830", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#HumphreysS02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Much has been written about the ``leaky pipeline'' of women in computer science (CS), with the percentage of women decreasing as one moves from lower levels, such as college, to higher levels, culminating in full professorship. While significant attention focused on keeping women from leaving the pipeline, there is also an opportunity to bring women into the pipeline through non-traditional programs, instead of requiring that everyone enter at the undergraduate level. Both Mills College, a small liberal arts institution for women, and UC Berkeley, a large research university, established programs in the 80's to increase the number of women in computer science by tapping non-traditional students. Both programs share the core value of accommodating older students lacking technical backgrounds. The two programs have produced similar results: graduate degrees earned in computer science by students who would not have qualified without these programs, professional employment in the computer science field by women and minorities, and a recognition that this population represents a rich source of talent for our nation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Townsend:2002:PWM, author = "Gloria Childress Townsend", title = "People who make a difference: mentors and role models", journal = j-SIGCSE, volume = "34", number = "2", pages = "57--61", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543831", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Townsend02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The literature of gender issues in computing steadfastly and uniformly has advocated the use of mentors and role models (M\&RM) for recruiting and retaining women in computer science [3, 17, 20.] This paper, therefore, accepts the results of research studies and avoids reiterating details of the projects but offers instead a practical guide for using M\&RM to recruit and retain women in computer science. The guide provides pragmatic advice, describing several different facets of the M\&RM concept.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gabbert:2002:SCW, author = "Paula Gabbert and Paige H. Meeker", title = "Support communities for women in computing", journal = j-SIGCSE, volume = "34", number = "2", pages = "62--65", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543832", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#GabbertM02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This article highlights the many activities provided by the support communities available for women in computing. Thousands of women actively participate in these programs and they receive many benefits including networking and professional support. In addition, the organizations and associations help promote the accomplishments of women computer scientists and disseminate valuable information. This article surveys some of these organizations and concludes with a list of suggestions for how faculty members can incorporate the benefits of these organizations in their own institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Francioni:2002:CIU, author = "Joan M. Francioni", title = "A conference's impact on undergraduate female students", journal = j-SIGCSE, volume = "34", number = "2", pages = "66--69", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543833", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Francioni02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "In September of 2000, the 3rd Grace Hopper Celebration of Women in Computing was held in Cape Cod, Massachusetts. Along with a colleague from a nearby university, we accompanied seven of our female undergraduate students to this conference. This paper reports on how the conference experience immediately affected these students --- what impressed them, what scared them, what it clarified for them. It also reports on how the context in which these students currently evaluate their ability, potential and opportunity in computer science is different now from what it was before the conference. Hopefully, by understanding their experience, we can gain some insight into things we can do for all of our undergraduate female students to better support their computer science and engineering education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Montano:2002:VDC, author = "Gloria Montano", title = "Virtual development center", journal = j-SIGCSE, volume = "34", number = "2", pages = "70--73", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543834", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Montano02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The Virtual Development Center of the Institute for Women and Technology seeks to significantly enhance the impact of women on technology. It addresses this goal by increasing the number of women who have input on created technology, enhancing the ways people teach and develop technology, and developing need-based technology that serves the community. Through activities of the Virtual Development Center, a pattern is emerging regarding how computing technologies do or do not satisfy the needs of community groups, particularly those communities serving women. This paper describes the Virtual Development Center program and offers observations on the impact of computing technology on non-technical communities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frieze:2002:BEC, author = "Carol Frieze and Lenore Blum", title = "Building an effective computer science student organization: the {Carnegie Mellon} {women@SCS} action plan", journal = j-SIGCSE, volume = "34", number = "2", pages = "74--78", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543835", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#FriezeB02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper aims to provide a practical guide for building a student organization and designing activities and events that can encourage and support a community of women in computer science. This guide is based on our experience in building Women@SCS, a community of women in the School of Computer Science (SCS)(2) at Carnegie Mellon University. Rather than provide an abstract ``to-do'' or ``must-do'' list, we present a sampling of concrete activities and events in the hope that these might suggest possibilities for a like-minded student organization. However, since we have found it essential to have a core group of activist students at the helm, we provide a ``to-do'' list of features that we feel are essential for forming, supporting and sustaining creative and effective student leadership.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fisher:2002:UCC, author = "Allan Fisher and Jane Margolis", title = "Unlocking the clubhouse: the {Carnegie Mellon} experience", journal = j-SIGCSE, volume = "34", number = "2", pages = "79--83", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543836", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#FisherM02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "In the fall of 1995, just seven of 95 students entering the undergraduate program in computer science at Carnegie Mellon University were women. In 2000, 54 of 130, or 42\%, were women. What happened? This article presents a brief history of the transformation at Carnegie Mellon's School of Computer Science, and the research project that lay behind it. A fuller discussion, set in an analysis of gender issues in computing from childhood through college, is found in our book, Unlocking the Clubhouse: Women in Computing [2].The story begins with a research study designed specifically to diagnose and find remedies for the gender gap in Carnegie Mellon's undergraduate computer science program. Female enrollment had hovered below 10\% for a number of years, and the fraction of women leaving the program was approximately twice that for men. In 1995, the Alfred P. Sloan Foundation funded our proposal for a two-year program, which was followed up two years later with a two-year extension. The goal was to understand the experiences and choices of both men and women with respect to studying computer science, and to design interventions that would involve more women.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2002:EWC, author = "Eric S. Roberts and Marina Kassianidou and Lilly Irani", title = "Encouraging women in computer science", journal = j-SIGCSE, volume = "34", number = "2", pages = "84--88", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543837", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#RobertsKI02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "At a cost to both their own opportunities and society's ability to produce people with much-needed technical skills, women continue to be underrepresented in computer science degree programs at both the undergraduate and graduate level. Although some of the barriers that women face have their foundations in cultural expectations established well before the college level, we believe that departments can take effective steps to increase recruitment and retention of women students. This paper describes several strategies we have adopted at Stanford over the past decade.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clayton:2002:TYS, author = "Debbie Clayton and Teresa Lynch", title = "Ten years of strategies to increase participation of women in computing programs: the {Central Queensland University} experience: 1999--2001", journal = j-SIGCSE, volume = "34", number = "2", pages = "89--93", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543838", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#ClaytonL02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "In the late eighties, the participation rate of women in Information Technology courses in most Australian Universities was around 25\%. This low level of women's participation in computing courses occurs not only in Australia but also overseas [1], [2]. More studies that are recent indicate that the participation rates have not improved and in fact may be even further in decline [3]. Participation rates in the workforce also appear to be in decline [4], [5].Concerned at the imbalance within Australia, the Federal government directed all Australian Universities to increase the number of women in courses leading to a professional computing qualification (i.e., information technology courses) to 40\% of students by 1995 [6].This paper details one Australian university's approach, over a 10-year period (1991 --- 2001), to redress this imbalance. We provide examples of intervention strategies developed and the outcomes for these strategies. We present the outcomes against a background frame of the Australian Higher Education scene of that decade which was influenced by funding levels to universities in general and to equity programs in particular. We present data related to the participation of women in computing programs along with snapshots of the overall changing student demographics over this period.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Galpin:2002:WCA, author = "Vashti Galpin", title = "Women in computing around the world", journal = j-SIGCSE, volume = "34", number = "2", pages = "94--100", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543839", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Galpin02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper describes the participation of women in computing in more than 30 countries, by focussing on participation at undergraduate level. A brief discussion covers how societal and cultural factors may affect women's participation. Statistics from many different sources are presented for comparison. Generally, participation is low --- most countries fall in the 10-40\% range with a few below 10\% and a few above 40\%.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Craig:2002:GVC, author = "Annemieke Craig and Rose Paradis and Eva Turner", title = "A gendered view of computer professionals: preliminary results of a survey", journal = j-SIGCSE, volume = "34", number = "2", pages = "101--104", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543840", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CraigPT02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The under-representation of women in the computing profession in many parts the western world has received our attention through numerous publications, the noticeable low representation of women at computer science conferences and in the lecture halls. Over the past two decades, the situation had become worse. Please refer to the other articles in this special issue for detailed statistics, a discussion of factors that contribute to the low participation rate by women, and for suggestions on how to reverse the current trend. This paper seeks to add to the dialogue by presenting preliminary findings from a research project conducted in four countries. The aim of this research was to gain an insight into the perceptions future computer professionals hold on the category of employment loosely defined under the term of ``a computer professional.'' One goal was to get insight into whether or not there is a difference between female and male students regarding their view of computer professionals. Other goals were to determine if there was any difference between female and male students in different parts of the world, as well as who or what most influences the students to undertake their courses in computing. The team of researchers gave an extensive questionnaire to undergraduate students enrolled in a variety of computing degree programs. The students enrolled in these programs at Victoria University of Technology in Melbourne, the University of East London, the Chinese University of Hong Kong, and Ithaca College located in Ithaca, New York. This article reports on the analysis of the results from the questionnaire. It discusses the gender differences in the responses from the students in these countries to try to get a worldwide perspective. At this time, it does not yet report on the similarities and differences between the groups of participants from each of the four countries. Instead, it investigates whether there are gendered differences in the views of this rather broad sample of student population of future computer professionals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moskal:2002:FCS, author = "Barbara Moskal", title = "Female computer science doctorates: what does the survey of earned doctorates reveal?", journal = j-SIGCSE, volume = "34", number = "2", pages = "105--111", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543841", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Moskal02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Based on the National Center for Education Statistics (2000), in the 1997-1998 academic year 26.7\% of earned bachelors' degrees, 29.0\% of earned masters' degrees and 16.3\% of earned doctorates' degrees in computer science were awarded to women. As these percentages suggest, women are underrepresented at all academic levels in computer science (Camp, 1997). The most severe shortage occurs at the top level---the doctorate in computer science. We know very little about the women who persist to the top level of academic achievement in computer science. This paper examines a subset of data collected through the Survey of Earned Doctorates (SED). The specific focus of this paper is to identify trends that have emerged from the SED with respect to females completing doctorates in computer science between the academic years 1990-1991 and 1999-2000. Although computer science doctorates include doctorates in information science, prior research (Camp, 1997) suggests that the percentage of women completing doctorates in information science as compared to computer science is low. The specific research questions are:1. How does the percentage of women who complete doctorates in computer science compare to those that complete doctorates in other fields?2. How does the length of time in school and the sources of funding differ for females as compared to males who complete doctorates in computer science?3. Where do women go after completing doctorates in computer science and what positions do they acquire? How do these experiences differ from their male peers?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huff:2002:GSD, author = "Chuck Huff", title = "Gender, software design, and occupational equity", journal = j-SIGCSE, volume = "34", number = "2", pages = "112--115", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543842", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Huff02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "After reviewing the work on gender bias in software design, a model of gender-role influenced achievement choice taken from Eccles [7] is presented. The paper concludes that (1) though laudable, reduction of gender bias in software design is not the most straightforward way to reduce gender inequity in the choice of computing as a career, (2) the model itself makes more clear some of the ethical issues involved in attempting to achieve gender equity on computing, and (3) efforts to reduce gender inequity in the choice of computing as a career need to be evaluated in the light of this model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gurer:2002:WCH, author = "Denise W. G{\"u}rer", title = "Women in computing history", journal = j-SIGCSE, volume = "34", number = "2", pages = "116--120", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543843", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gurer02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Exciting inventions, innovative technology, human interaction, and intriguing politics fill computing history. However, the recorded history is mainly composed of male achievements and involvements, even though women have played substantial roles. This situation is not unusual. Most science fields are notorious for excluding, undervaluing, or overlooking the accomplishments of their female scientists [1, 16, 17, 22]. As J.A.N. Lee points out, it is up to the historians and others to remedy this imbalance (see this issue [14]). Some steps have been taken towards this goal through publishing biographies on women in technology [2, 5, 6, 8, 12, 13, 18, 20, 21, 23, 24], also see this issue [7], and through honoring the pioneers with various awards such as the GHC'97 Pioneering Awards (Figure 1), the WITI Hall of Fame, and the AWC Lovelace Award. A few online sites contain biographies of women in technology, shown in Table 1 below. However, even with these resources, many women who have contributed significantly to computer science are still to be discovered.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gurer:2002:AWL, author = "Denise W. G{\"u}rer and Tracy Camp", title = "An {ACM}-{W} literature review on women in computing", journal = j-SIGCSE, volume = "34", number = "2", pages = "121--127", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543844", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#GurerC02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The pipeline shrinkage problem for women in computer science is a well-known and documented phenomenon where the ratio of women to men involved in computing shrinks dramatically from early student years to working years [19, 22, 23, 32, 42, 93, 112], also see this issue [24]. During the last decade, considerable research ensued to understand the reasons behind the existence of the shrinking pipeline and in some cases to take action to increase the numbers of women in computing. Through the work of a National Science Foundation funded project [56], ACM's Committee on Women in Computing (ACM-W) has taken a first step towards pulling this research together. A large number of articles was gathered and processed on the topic of women in computing and the shrinking pipeline. The committee created a publicly available online database to organize the references of this body of work by topic, author, and reference information. The database, constantly being updated, is accessible through ACM-W's website {\tt http://www.acm.org/women}. A final report is also available via the ACM-W website which covers current statistics on women in computing, summaries of the literature in the database, and a set of recommendations. The following discussion is a brief synopsis of a subset of the literature review as of August 2001. In addition, you can find statistics on women in computing and recommendations throughout this special issue.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Camp:2002:ISP, author = "Tracy Camp", title = "The incredible shrinking pipeline", journal = j-SIGCSE, volume = "34", number = "2", pages = "129--134", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543846", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Camp02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pearl:2002:BCS, author = "Amy Pearl and Martha E. Pollack and Eve A. Riskin and Becky Thomas and Elizabeth Wolf and Alice Wu", title = "Becoming a computer scientist", journal = j-SIGCSE, volume = "34", number = "2", pages = "135--143", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543847", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#PearlPRTWW02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spertus:2002:GB, author = "Ellen Spertus", title = "Gender benders", journal = j-SIGCSE, volume = "34", number = "2", pages = "145--146", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543848", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Spertus02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Teague:2002:WCW, author = "Joy Teague", title = "Women in computing: what brings them to it, what keeps them in it?", journal = j-SIGCSE, volume = "34", number = "2", pages = "147--158", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543849", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Teague02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Career stereotyping and misperceptions about the nature of computing are substantive reasons for the under-representation of women in professional computing careers. In this study, 15 women who have work experience in several aspects of computing were asked about their reasons for entering computing, what they liked about working in computing, and what they disliked. While there are many common threads, there are also individual differences. Common reasons for choosing computing as a career included: exposure to computing in a setting which enabled them to see the versatility of computers; the influence of someone close to them; personal abilities which they perceived to be appropriate for a career in computing; and characteristics of such careers which appealed to them. Generally, women working in the field enjoy the work they are doing. Dislikes arising from their work experiences are more likely to be associated with people and politics than with the work they do --- and they would like to have more female colleagues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kiesler:2002:PHC, author = "Sara B. Kiesler and Lee S. Sproull and Jacquelynne S. Eccles", title = "Pool halls, chips, and war games: women in the culture of computing", journal = j-SIGCSE, volume = "34", number = "2", pages = "159--164", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543850", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#KieslerSE02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Computers are becoming ubiquitous in our society and they offer superb opportunities for people in jobs and everyday life. But there is a noticeable sex difference in use of computers among children. This article asks why computers are more attractive to boys than to girls and offers a cultural framework for explaining the apparent sex differences. Although the data are fragmentary, the world of computing seems to be more consistent with male adolescent culture than with feminine values and goals. Furthermore, both arcade and educational software is designed with boys in mind. These observations lead us to speculate that computing is neither inherently difficult nor uninteresting to girls, but rather that computer games and other software might have to be designed differently for girls. Programs to help teachers instill computer efficacy in all children also need to be developed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Treu:2002:TSG, author = "Kevin Treu and Alisha Skinner", title = "Ten suggestions for a gender-equitable {CS} classroom", journal = j-SIGCSE, volume = "34", number = "2", pages = "165--167", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543851", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#TreuS02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Though considerable attention has been paid to the creation of a nurturing environment for women in the field of computer science, proposed solutions have primarily focused on activities outside of the classroom. This paper presents a list of suggestions for modifications to both the pedagogy and content of CS courses designed to make the CS classroom environment more inviting for women students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cuny:2002:RRW, author = "Janice Cuny and William Aspray", title = "Recruitment and retention of women graduate students in computer science and engineering: results of a workshop organized by the computing research association", journal = j-SIGCSE, volume = "34", number = "2", pages = "168--174", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543852", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CunyA02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gurer:2002:PWC, author = "Denise W. G{\"u}rer", title = "Pioneering women in computer science", journal = j-SIGCSE, volume = "34", number = "2", pages = "175--180", month = jun, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/543812.543853", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:55 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gurer02a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Women and Computing.", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wirth:2002:CSE, author = "Niklaus Wirth", title = "Computing science education: the road not taken", journal = j-SIGCSE, volume = "34", number = "3", pages = "1--3", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reges:2002:CCR, author = "Stuart Reges", title = "Can {C\#} Replace {Java} in {CS1} and {CS2}?", journal = j-SIGCSE, volume = "34", number = "3", pages = "4--8", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544419", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/csharp.bib; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "Microsoft has developed a language called C\# (``see sharp'') that it claims will allow programmers to ``quickly and easily build solutions'' for its new. NET platform [3]. The language has much in common with Java, particularly in those features emphasized in CS1 and CS2 courses. It also includes some of the desirable features of C++ that are missing from Java as well as some new features not available in either language. This paper explores the pros and cons of teaching CS1 and CS2 using C\# instead of Java and concludes with a discussion of the author's plans for teaching such a course in the fall of 2002.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Miller:2002:MPC, author = "Amanda Miller and Judy Kay", title = "A mentor program in {CS1}", journal = j-SIGCSE, volume = "34", number = "3", pages = "9--13", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544420", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Mentor programs are a highly effective way of assisting students with the transition from high school to university. This paper documents the introduction of the mentor program in our department. In this program, higher year students volunteered to act as mentors to incoming freshmen. Mentors fulfilled technical and social roles assisting freshmen with the transition to university and with their studies in computer science. We explain the details of mentor selection and their activities during the semester. We evaluate the outcomes of mentoring for students, mentors and the department.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alm:2002:YBS, author = "Jacob Alm and Robert Baber and Shauna Eggers and Christopher O'Toole and Abin Shahab", title = "You'd better set down for this!: creating a set type for {CS1} \& {CS2} in {C\#}", journal = j-SIGCSE, volume = "34", number = "3", pages = "14--18", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The authors have developed a set class and other supporting materials that would be useful for a CS1 and CS2 course taught in the C\# programming language developed by Microsoft Corporation [1]. The primary goals were to create a data structure that would be simple and intuitive enough for novices to use in CS1 but also powerful enough to be useful for CS2 students. In addition to the set class itself the authors have developed several sample programs and an interactive set environment. In developing these materials the authors explored the expressive capabilities of the C\# language and found that it was particularly well suited to this task.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{VanDeGrift:2002:LSI, author = "Tammy VanDeGrift and Richard J. Anderson", title = "Learning to support the instructor: classroom assessment tools as discussion frameworks in {CS} 1", journal = j-SIGCSE, volume = "34", number = "3", pages = "19--23", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544422", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe and evaluate Classroom Assessment Tools (CATs) designed to encourage interaction and student ownership in an introductory programming course (CS 1). Traditionally, Classroom Assessment Techniques allow instructors to collect feedback from students regarding their understanding of course material \cite{angelo93}. We developed and categorized over 60 specific CATs to facilitate discussion and learning in a CS 1 course. The Classroom Assessment Tools described in this paper highlight concepts from recorded lectures that are used in CS 1 distance courses employing the Tutored Video Instruction (TVI) model. We present a qualitative evaluation of Classroom Assessment Tools as discussion frameworks in a TVI course offering. Evidence from site observations, interviews with the instructor and students, and survey responses from the instructor and students indicate that the CATs created classroom interaction, improved students' attitudes in the course, and provided assessment opportunities for the instructor.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zupancic:2002:LRU, author = "Bernd Zupancic and Holger Horz", title = "Lecture recording and its use in a traditional university course", journal = j-SIGCSE, volume = "34", number = "3", pages = "24--28", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544424", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recording a lecture in front of a live audience and providing the recorded audio and video stream together with slides over the web is becoming more and more popular. The Authoring on the Fly system (AOF), which has been used in many different courses over the past years, allows us to automatically produce a multimedia document with an HTML overview. In this paper we describe an empirical study of the students' behavior using the AOF recordings for time independent learning in a traditional computer science course. We focus on the questions of how and why students use this tool and if any changes occurred in their learning behavior. For example, did the students work solely at home more often if they used AOF recordings? We explore students' behavior by log file analysis and the results of a detailed questionnaire. As the results show, it is possible to identify different types of user. We conclude that in this scenario lecture recording is also a very good supplement to, but should not replace, the live presentation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Richards:2002:INCa, author = "Brad Richards and Nate Waisbrot", title = "Illustrating networking concepts with wireless handheld devices", journal = j-SIGCSE, volume = "34", number = "3", pages = "29--33", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544425", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are developing innovative new laboratory materials that give students a hands-on introduction to both traditional and wireless networking concepts. Our labs are designed around the Cybiko, a powerful multi-functional wireless handheld computer that sells for less than \$50. The materials can be used to augment existing networking courses or as the core of a new upper-level course. This paper describes the labs completed to date, our plans for the future, and presents the results of a comparative study using the labs to demonstrate routing algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martinez-Unanue:2002:EBP, author = "R. Mart{\'\i}nez-Unanue and M. Paredes-Velasco and C. Pareja-Flores and J. Urquiza-Fuentes and J. {\'A}. Vel{\'a}zquez-Iturbide", title = "Electronic books for programming education: a review and future prospects", journal = j-SIGCSE, volume = "34", number = "3", pages = "34--38", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Programming is a suitable field to design electronic books with a laboratory component, where the programming task is exercised in the theoretical context provided by the book. The goal of the paper is to make a review of current electronic books for programming education and identify future lines of research. First, we review a number of software tools and electronic books for programming education in order to give a broad vision of technological opportunities in programming education. Later, a comparative analysis of such electronic books is made. Finally, based on this overview and analysis, we identify aspects that either are currently poorly supported or are a subject of active research, thus constituting potential areas for future improvement.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parkinson:2002:DCS, author = "Adrian Parkinson and James A. Redmond", title = "Do cognitive styles affect learning performance in different computer media?", journal = j-SIGCSE, volume = "34", number = "3", pages = "39--43", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The impact of three treatments Text, CD-ROM, Internet site and student Cognitive Styles on learning performance was investigated. Prior to the commencement of the course the students completed the following psychometric tests: the Group Embedded Figures Test (GEFT) [1], Kirton's Adaptive-Innovator Inventory (KAI) [2] and Cognitive Styles Analysis (CSA) [3]. The subject matter was an Introductory Course in Artificial Intelligence. Forty-seven final year Information System students participated, randomly assigned within sexes to one of the three treatments. Upon completion of six one-hour sessions they were given a sixty-minute examination to assess overall learning. It was found that only Field Dependence-Field Independence interacted with overall learning performance at a statistically significant level (p 0.001) irrespective of treatment. When the three treatments were investigated separately the results suggest that Verbalisers performed better than Imagers in the Internet treatment, while the Analytics performed better than the Wholists in the CD-ROM treatment. The results of the study are discussed in terms of individual differences (Cognitive Styles) together with implications for Web site design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2002:DBA, author = "Nell Dale and Judith Bishop and David J. Barnes and Christoph Kessler", title = "A dialog between authors and teachers", journal = j-SIGCSE, volume = "34", number = "3", pages = "44--45", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The goal of this panel is to examine the following questions with the audience: What do you as adopters want from us as authors? Is there a need to rethink the length of modern textbooks? Is there a consensus among adopters? We are a panel of textbook authors from three corners of the universe (actually three continents): South Africa, the United States of America, Sweden, and England. We each have questions for you, our adopters (customers) from all points of the globe.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Higgins:2002:MSC, author = "Colin Higgins and Pavlos Symeonidis and Athanasios Tsintsifas", title = "The marking system for {CourseMaster}", journal = j-SIGCSE, volume = "34", number = "3", pages = "46--50", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "CourseMaster (CM) is a Computer Based Assessment (CBA) system. This paper describes the motivation and aims for developing CM's Marking System. It also explains the architectural forces and design decisions that have been established in order to engineer the Marking System. The Marking System adheres to the rigid specifications of the initial CM's design, which are: reliability, coherency, security, feedback richness, extensibility and customisability. The above notions and the features that CM's Marking System provides are examined in detail. Concrete implementation issues are also discussed with conclusions on usability and extensibility observations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{English:2002:ECA, author = "John English", title = "Experience with a computer-assisted formal programming examination", journal = j-SIGCSE, volume = "34", number = "3", pages = "51--54", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a web-based system for the online delivery of formal examinations and their automated marking. This system was first used in June 2001 in an end-of-year exam for a first year undergraduate programming course. The outcome of this experiment is also described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Malmi:2002:EAA, author = "Lauri Malmi and Ari Korhonen and Riku Saikkonen", title = "Experiences in automatic assessment on mass courses and issues for designing virtual courses", journal = j-SIGCSE, volume = "34", number = "3", pages = "55--59", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present some experiences on using automatic assessment in large scale courses of introductory programming, data structures, and algorithms over a period of 10 years. Automatic assessment provides an effective method for giving immediate 24/7 feedback service for students of mass courses. A very important factor in the promoting of learning is the possibility to resubmit answers after receiving the feedback. However, our experience shows that the resubmission option is not the only key motivation factor. More important factors include the challenge of exercises and the grading scale or the course assignments. A successful combination of all of these can produce good learning results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pardo:2002:MAP, author = "Abelardo Pardo", title = "A multi-agent platform for automatic assignment management", journal = j-SIGCSE, volume = "34", number = "3", pages = "60--64", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Automatic assessment has become an important technique to reduce the grading load on teaching staff while providing an exhaustive evaluation environment for students. Several systems have evolved over the years providing sophisticated evaluation capabilities. However, fully automated assessment covers only a portion of the overall evaluation requirements in a typical Computer Science course. In this paper we present a tool for automatic assignment management that aims at satisfying several objectives. First, to support the large variety of assignment types and grading policies under the same paradigm by means of a generic architecture. Second, to provide a multi-agent, scalable platform to cope with large enrollment classes. And third, to provide full connectivity with other administrative tools already present in educational institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Proulx:2002:OBG, author = "Viera K. Proulx and Jeff Raab and Richard Rasala", title = "Objects from the beginning --- with {GUIs}", journal = j-SIGCSE, volume = "34", number = "3", pages = "65--69", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a way to introduce objects at the beginning of the first CS course through the use of objects that have significant nontrivial behavior and interactions with other objects. We will describe four introductory laboratory projects and an outline for introductory lectures on object oriented programming that illustrate the need for private member data, constructors and accessor member functions, and prepare students for writing object oriented programs in Java with graphical user interfaces.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alphonce:2002:OOC, author = "Carl Alphonce and Phil Ventura", title = "Object orientation in {CS1}-{CS2} by design", journal = j-SIGCSE, volume = "34", number = "3", pages = "70--74", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544437", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper argues for a design driven approach to an object-oriented CS1-CS2 sequence in which object-orientation is thematic. Our approach integrates several components: (i) a strong object-oriented approach, (ii) design using UML, (iii) design patterns to manage complexity, and (iv) complex examples and projects to motivate the use of object-orientation and to motivate students by solving non-trivial problems. While this is a ``programming-first'' approach to CS1-CS2, it addresses several disadvantages of programming-first approaches noted in CC2001 [7]. The approach focuses on design rather than syntax, so students do not lose sight of the forest for the trees. We use (relatively speaking) large and complex examples, especially in the CS2 course, which allows us to address in a meaningful way issues of programming in the large. Because the approach is design driven and heavily object oriented, the course is not biased against novices in favor of students with prior programming experience, since CS1 students with prior programming experience typically have no design experience and only procedural programming experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2002:FCD, author = "Henrik B{\ae}rbak Christensen and Michael E. Caspersen", title = "Frameworks in {CS1}: a different way of introducing event-driven programming", journal = j-SIGCSE, volume = "34", number = "3", pages = "75--79", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we argue that introducing object-oriented frameworks as subject already in the CS1 curriculum is important if we are to train the programmers of tomorrow to become just as much software reusers as software producers. We present a simple, graphical, framework that we have successfully used to introduce the principles of object-oriented frameworks to students at the introductory programming level. Our framework, while simple, introduces central abstractions such as inversion of control, event-driven programming, and variability points/hot-spots. This has provided a good starting point for introducing graphical user interface frameworks such as Java Swing and AWT as the students are not overwhelmed by all the details of such frameworks right away but given a conceptual road-map and practical experience that allow them to cope with the complexity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamer:2002:HR, author = "John Hamer", title = "Hashing revisited", journal = j-SIGCSE, volume = "34", number = "3", pages = "80--83", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Hashing is a singularly important technique for building efficient data structures. Unfortunately, the topic has been poorly understood historically, and recent developments in the practice of hashing have not yet found their way into textbooks. This paper revisits the theory and practice of hashing in a modern light, relates our teaching experiences, and presents some suggestions for student exercises.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haberman:2002:CBC, author = "Bruria Haberman and Haim Averbuch", title = "The case of base cases: why are they so difficult to recognize? student difficulties with recursion", journal = j-SIGCSE, volume = "34", number = "3", pages = "84--88", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recursion is a central concept in computer science, yet it is a very difficult concept for beginners to learn. In this paper we focus on a specific aspect of comprehending recursion --- the conception of the base case as an integral component of a recursive algorithm. We found that students have difficulties in identifying base cases: they handle redundant base cases; ignore boundary values and degenerated cases; avoid out-of-range values; and may even not define any base cases when formulating recursive algorithms. We also found that students have difficulties in evaluating recursive algorithms that deal with imperceptible base cases. We suggest that teachers should make a special effort to discuss different aspects of the base case concept. Emphasis should be put on both declarative and procedural aspects of categorizing and handling base cases as part of recursion formulation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levy:2002:STP, author = "Dalit Levy and Tami Lapidot", title = "Shared terminology, private syntax: the case of recursive descriptions", journal = j-SIGCSE, volume = "34", number = "3", pages = "89--93", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports a study in which 11th grade students were observed, while engaged in several learning activities that address general aspects of recursion. One of these learning activities focused on the creation of recursive descriptions using natural language. The class discourse was recorded and analyzed, in order to locate patterns of students' expressions and ways of thinking. The present finding is two-fold. On the one hand, a class genre was created and used to refer to recursive phenomena and to describe them verbally. On the other hand, although they used a shared set of some agreed-upon terms, the students tended to individually construct their unique recursive descriptions. These individual methods of assembly are labeled hereafter as ``private syntax''. It is concluded that learners' and educators' awareness of both the ``building blocks'' of any recursive description and the several possibilities for assembling these blocks, might help in the process of understanding recursion in general and in further construction of recursive functions in particular.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2002:WT, author = "Mordechai (Moti) Ben-Ari and Henry M. Walker and Gaynor Redvers-Mutton and Keith Mansfield", title = "Writing a textbook", journal = j-SIGCSE, volume = "34", number = "3", pages = "94--95", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544444", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2002:TPR, author = "Guido R{\"o}{\ss}ling and Thomas L. Naps", title = "A testbed for pedagogical requirements in algorithm visualizations", journal = j-SIGCSE, volume = "34", number = "3", pages = "96--100", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Although algorithm visualizations have become numerous, they still have not been successfully adapted into mainstream computer science education. Algorithm visualization systems need to better address pedagogical requirements for effective educational use. We discuss the relevance of several such requirements that are not supported in most systems. The combination of two existing algorithm visualization systems implements these requirements and thereby provides a rich testbed for future studies of effectiveness.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yehezkel:2002:TCA, author = "Cecile Yehezkel", title = "A taxonomy of computer architecture visualizations", journal = j-SIGCSE, volume = "34", number = "3", pages = "101--105", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the domain of software visualizations, taxonomies have been built to classify and evaluate environments for algorithm and program visualization. Taxonomies are valuable too, in the development phase of new environment. The field of computer architecture and assembly language that is at the border of the software and hardware domains has been neglected. In this paper I present a taxonomy focusing on this field with emphasis on the didactic and cognitive aspect of the visualization environment. The ECPU learning environment was developed to teach computer architecture and assembly language at introductory level. The considerations that were taken in account during the ECPU development are presented in the context of the taxonomy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carr:2002:CVT, author = "Steve Carr and Ping Chen and Timothy R. Jozwowski and Jean Mayo and Ching-Kuang Shene", title = "Channels, visualization, and topology editor", journal = j-SIGCSE, volume = "34", number = "3", pages = "106--110", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents our effort in designing pedagogical tools for teaching message passing using channels. These tools include a class library that supports channels, a visualization system that helps students see the execution behavior of threads and message passing, and a topology editor that provides an environment for students to design network topologies. Moreover, since we have made sure the uniformity of the channel definition across the thread, parallel and distributed environments, porting a threaded program to a parallel/distributed environment is easy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schreiner:2002:JTT, author = "Wolfgang Schreiner", title = "A {Java} Toolkit for Teaching Distributed Algorithms", journal = j-SIGCSE, volume = "34", number = "3", pages = "111--115", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "We present a toolkit for developing and visualizing distributed algorithms in Java. This toolkit consists of a Java class library with a simple programming interface that allows to develop distributed algorithms in a message passing model. The resulting programs may be executed in standalone mode using a Java interpreter or embedded as applets into HTML documents and executed by a Web browser. The toolkit has been applied in various university courses and is freely available.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rapanotti:2002:EVG, author = "Lucia Rapanotti and Canan Tosunoglu Blake and Robert Griffiths", title = "{eTutorials} with voice groupware: real-time conferencing to support computing students at a distance", journal = j-SIGCSE, volume = "34", number = "3", pages = "116--120", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports on an investigation into the use of real-time voice groupware to support students on a computing course offered by the Open University, UK. The main objective of the investigation was to assess the feasibility and pedagogical advantage of deploying synchronous conferencing technology on a large population computing course to complement existing face-to-face and asynchronous online support for its students. In this paper we report on the findings from such an investigation, and draw a number of conclusions and recommendations covering feasibility, scalability and best practice in the use of voice groupware for eLearning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Korhonen:2002:DIM, author = "Ari Korhonen and Lauri Malmi and Pertti Myllyselk{\"a} and Patrik Scheinin", title = "Does it make a difference if students exercise on the {Web} or in the classroom?", journal = j-SIGCSE, volume = "34", number = "3", pages = "121--124", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Several Web-based learning environments which can automatically give immediate feedback to the students have been reported within the past few years. The quality of feedback can be relatively high in these systems, but it does not achieve the level a trained teacher can provide. However, the lack of the best possible feedback can be compensated for, to some extent, by providing immediate and individualised feedback at any place or time. The question is whether the systems providing automatic feedback are good enough to compete with humans. This paper reports on a randomised large scale intervention study. We found that there was no significant difference in the final examination results between students doing instructed simulation exercises in a classroom session and students using a web-based learning environment, if the exercises were the same. However, with more challenging exercises, there was a significant difference in the examination results, while the drop out rate was higher. Thus, the chosen teaching method and medium did not effect the level of learning, but the quality of the exercises did.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chalk:2002:EUV, author = "Peter D. Chalk", title = "Evaluating the use of a virtual learning environment for teaching aspects of {HCI}", journal = j-SIGCSE, volume = "34", number = "3", pages = "125--129", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe the results of evaluating a taught module in Human-Computer Interaction (HCI). The focus of this paper is on the use of a virtual learning environment (VLE) --- in the case WebCT --- as a vehicle for both the taught content and assessment and for demonstrating important aspects of HCI. Evidence of student learning is presented and evaluated, including examples of work submitted through the VL, and the results of an evaluation questionnaire.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Meisalo:2002:FES, author = "Veijo Meisalo and Jarkko Suhonen and Sirpa Torvinen and Erkki Sutinen", title = "Formative evaluation scheme for a {Web}-based course design", journal = j-SIGCSE, volume = "34", number = "3", pages = "130--134", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544454", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In Fall 2000, University of Joensuu offered for the first time a Web-based university level Computer Science course to high school students in the surrounding rural region of North Karelia. To improve the course design, a formative evaluation scheme was developed for monitoring learning outcomes and identifying existing problems, pedagogical as well as technical. An analysis of the feedback given by those who dropped out of the pilot program offered important insights to the difficulties encountered by the students especially during the programming course. The main reasons for quitting were the problems to synchronize high school and university studies, given tight time constraints. Use of arrays and designing methods proved to be among the most difficult topics of programming. Based on the analyzed feedback, the curriculum has been modified to fit better to students' potential.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gries:2002:PCE, author = "David Gries", title = "Problems with {CS} education", journal = j-SIGCSE, volume = "34", number = "3", pages = "135--135", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544416", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Last:2002:LSC, author = "Mary Z. Last and Mats Daniels and Martha L. Hause and Mark R. Woodroffe", title = "Learning from students: continuous improvement in international collaboration", journal = j-SIGCSE, volume = "34", number = "3", pages = "136--140", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544456", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Just a few years ago, incorporating team projects in a course meant that all students had to be collocated, able to meet face-to-face. Now, distributed teams use the Internet and other technologies to work across time and distance. Instructors who include distributed team projects in their courses add the dimensions of collaborative technologies, language, and culture to the technical problem-solving and team-building aspects. Continuous improvement in course structure and content are necessary to meet the changing needs of students as well as the changes in technology. This paper traces the evolution of a distributed project course offered since 1998. Each time the course has been run, students, faculty, and researchers have learned important lessons, which have been used to improve successive course offerings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ratte:2002:UWC, author = "Sylvie Ratt{\'e} and Jocelyne Caron", title = "On using the {Web} as a collaboration space in the context of an industrial simulation", journal = j-SIGCSE, volume = "34", number = "3", pages = "141--145", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a teaching method aimed at developing higher programming skills from description to production. The model is derived from problem-based learning approaches. It is supported by an ``incremental'' web site that gradually introduces theoretical presentations, examples, programs and information regarding the problem. The web site is also used as a collaboration space where students can find partial solutions proposed by other teams as well as ``requests'' submitted by a fictitious client. At the end of the project, each product is published and the best teams are awarded a virtual medal. We had four objectives. The first was to get students to share their expertise and learn to work in teams; second, to teach students the importance of doing a conceptual analysis rather than jumping into programming; third, to introduce theoretical notions, exercises, and examples in class when the students asked for them; and finally, to get students to formulate and describe problems by themselves. Students had to produce a large-scale project that consisted of simulating a factory. The project can be understood at two levels: the first is the problem of developing a discrete simulation of a factory; the second is the creation of the program itself which simulates the industrial context by requiring constant adjustment to new instructions and data. Although this approach requires a lot of effort and coordination on the part of the instructor, the benefits are definitely worthwhile. The model provides students with a broad, in-depth and rewarding learning experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2002:TSC, author = "Klaus Marius Hansen and Anne Vinter Ratzer", title = "Tool support for collaborative teaching and learning of object-oriented modeling", journal = j-SIGCSE, volume = "34", number = "3", pages = "146--150", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Modeling is central to doing and learning object-oriented development. We present a new tool, Ideogramic UML, for gesture-based collaborative modeling with the Unified Modeling Language (UML), which can be used to collaboratively teach and learn modeling. Furthermore, we discuss how we have effectively used Ideogramic UML to teach object-oriented modeling and the UML to groups of students using the UML for project assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Greening:2002:URE, author = "Tony Greening and Judy Kay", title = "Undergraduate research experience in computer science education", journal = j-SIGCSE, volume = "34", number = "3", pages = "151--155", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer Science Education is gradually emerging as a valid research focus within the wider computer science community. This paper presents an account of a successful subject that offers senior undergraduates experience of research using Computer Science Education as the focus. The paper is not itself a research paper, but advocates a role for CS Ed as an undergraduate research focus and offers a case study of a successful implementation of such a programme.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2002:RAL, author = "Orit Hazzan", title = "Reducing abstraction level when learning computability theory concepts", journal = j-SIGCSE, volume = "34", number = "3", pages = "156--160", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The paper illustrates how theories from mathematics education can be applied for explaining student conception of computing science ideas. It does this by demonstrating how the theme of reducing abstraction [5] can be used for analyzing students' mental processes when the students are in the process of solving problems in Computability Theory. The topic of Computability Theory in presented here as an example for demonstrating how research in Computing Science education can use learning theories, ``borrowed'' from mathematics education research, for explaining learning processes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fabrega:2002:VNL, author = "Llu{\'\i}s F{\`a}brega and Jordi Massaguer and Teodor Jov{\'e} and David M{\'e}rida", title = "A virtual network laboratory for learning {IP} networking", journal = j-SIGCSE, volume = "34", number = "3", pages = "161--164", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, a network laboratory for distance learning of basic concepts in IP networking is presented. Through a web interface, students can choose various configurations of a real private network (number of routers and subnetworks, use of IPv4/IPv6, etc.), and learn about them using Linux network commands. The utilization of the virtual laboratory and how it is implemented are described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barros:2002:SPU, author = "Jo{\~a}o Paulo Barros", title = "Specific proposals for the use of {Petri} nets in a concurrent programming course", journal = j-SIGCSE, volume = "34", number = "3", pages = "165--167", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Concurrency is a difficult subject to teach and learn. This paper presents a set of recipes for the use of Petri nets as a teaching aid of some fundamental concurrency concepts, in the context of an introductory concurrent programming course. Classroom experience clearly demonstrates this usage of Petri nets improves students understanding of concurrency concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shah:2002:TSP, author = "Harsh Shah and Amruth N. Kumar", title = "A tutoring system for parameter passing in programming languages", journal = j-SIGCSE, volume = "34", number = "3", pages = "170--174", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have developed a tutoring system for the parameter passing mechanisms discussed in a typical Comparative Programming Languages course, viz., value, result, value-result, reference and name. The tutor helps students better understand these parameter passing mechanisms by administering problems for them to solve and providing instant feedback on their solution. In this paper, we will describe the design and features of the tutor. We will also discuss a test that we conducted to evaluate the effectiveness of using the tutor, and present its results. The test confirmed our hypothesis that using the tutor would result in a systematic improvement in the learning of our students. This tutor may be used in the Comparative Programming Languages course as well as Computer Science I.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2002:SCR, author = "Lillian (Boots) Cassel and Deepak Kumar", title = "A state of the course report: computer organization \& architecture", journal = j-SIGCSE, volume = "34", number = "3", pages = "175--177", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544466", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a ``state of the course'' report on a core computer science topic: Computer Organization \& Architecture. Our report is based on a survey of over 80 faculty, at colleges and universities around the world, who teach this topic. Based on the responses in the survey, we present our conclusions on the confidence levels of faculty in teaching various core components of the topic. We will present our results in the context of the identified core body of knowledge as defined in the Curriculum 2001. These conclusions can be of help to experts who are willing to provide training and/or pedagogical materials in order to assist those with low confidence levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2002:VRR, author = "Henry M. Walker and Weichao Ma and Dorene Mboya", title = "Variability of referees' ratings of conference papers", journal = j-SIGCSE, volume = "34", number = "3", pages = "178--182", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The authors developed an on-line system to automate the paper submission and reviewing process for SIGCSE 2000. This system provided a mechanism for a statistical study of the ratings of papers by different referees. To compile sufficient sample data, 10 papers were sent to about 100 referees each, in addition to the normal reviewing of the 220 submitted papers. This paper reports the results of this work, based on 1917 reviews completed by 482 referees. The data support correlations of a paper's overall rating with internal factors (technical content, writing quality, originality, significance) and external factors (referee gender, nationality, familiarity with topic, etc.). The study also shows the effect of group reviews (similar to NSF panels), and the divergence of opinions between authors and referees concerning a paper's subject.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2002:CPP, author = "Judy Sheard and Martin Dick and Selby Markham and Ian Macdonald and Meaghan Walsh", title = "Cheating and plagiarism: perceptions and practices of first year {IT} students", journal = j-SIGCSE, volume = "34", number = "3", pages = "183--187", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A study of cheating and plagiarism using a scenario based format, has provided an insight into attitudes towards questionable work practices of first year information technology students' within the School of Computer Science and Software Engineering of Monash University, and the School of Information Technology of Swinburne University. Students at both institutions showed similar responses to a range of cheating behaviours, in line with other literature. Plagiarism and cheating are widely tolerated and commonly practised, at least on the lower end of the spectrum of seriousness. However there were some areas of significant difference between the two student samples that warrant further research to develop strategic approaches for limiting cheating practices.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carter:2002:GDP, author = "Janet Carter and Tony Jenkins", title = "Gender differences in programming?", journal = j-SIGCSE, volume = "34", number = "3", pages = "188--192", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the findings of an interactive poster of the same name that was displayed at two Computer Science Education conferences during the summer of 2001. Delegates were presented with fragments of code written by first year Computer Science undergraduates and were asked to determine whether the code authors were male or female. The findings suggest that not only is it not possible to determine the gender of the author, but that the gender stereotyped 'clues' relied upon as a basis for the determination are unreliable predictors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2002:IEC, author = "Vicki L. Almstrum and David Ginat and Orit Hazzan and Tom Morley", title = "Import and export to\slash from computing science education: the case of mathematics education research", journal = j-SIGCSE, volume = "34", number = "3", pages = "193--194", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544471", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This panel will look at how research theories developed in the context of mathematics education can be applied to computing science education as well as ways in which computing science theories may be used in mathematics education research. Computing science education is a young discipline still in search of its research framework [6]. A practical approach to formulating such a framework is to adapt useful approaches found in the research from other disciplines, both educational and related areas. At the same time, a young discipline may also offer innovative new approaches to the older discipline. The mathematics education discipline is relatively mature, with its roots extending from the close of the 19th century. For about the past 50 years, mathematics educators have been studying learning theories, teaching approaches, and other cognitive and social issues with respect to K-12 and higher education. We have found that many of these theories are useful for gaining insights into how students learn and understand computing science topics, as well as for improving how we teach these topics. For example, the constructivist perspective, which examines students' mental construction of knowledge [7], has had a tremendous impact on the teaching of mathematics. This paradigm, with its roots in Piaget's work, has started to exert a similar influence within computing science education, as evidenced by a recent article by Ben-Ari [4] and a subsequent special issue of Computer Science Education [10] that includes six articles about constructivism in various areas of computing. Another branch of mathematics education research theory focuses on student conceptions of specific mathematical concepts. For example, student understanding of the concept of function has been researched extensively in the mathematics education context [8]. This cumulative body of knowledge provides a basis for analyzing students' conceptions in many areas of a computing science program, including functional programming, object-oriented programming, and graph algorithms. The panelists will examine possibilities and pitfalls in some import and export attempts between mathematics education research and CS education research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2002:TWW, author = "Joseph Bergin", title = "Teaching on the {Wiki Web}", journal = j-SIGCSE, volume = "34", number = "3", pages = "195--195", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A wiki is a completely interactive web site. Any page can be edited by any visitor. It is driven by a specialized web server or set of cgi scripts generating dynamic pages from the results of visitor edits. A visitor edits a page by grabbing the current content of a page in an ordinary web form and editing it arbitrarily and then saving it back. Users can also create new pages. Generally the name of a page is the name of a topic. Most wikis are text only. The syntax of a wiki is simpler than HTML, but HTML is recognized by some wikis. Some wikis are very easy to administer. There is no history or automatic backup, however. A wiki is totally ``live.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2002:VAL, author = "Lillian N. Cassel", title = "Very active learning of network routing", journal = j-SIGCSE, volume = "34", number = "3", pages = "195--195", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Active learning promises students will really own what they have learned because they have done something rather than only read or listen. The following classroom exercise has been used at both the undergraduate and graduate level Computer Networks courses. There has been no formal study of its effectiveness, but an informal result is telling: Two routing algorithms presented in class. On an exam, students are asked to choose one of them and describe it. In several years of using this classroom exercise, nearly all the students chose the method we did with this exercise and they all explained the algorithm correctly.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2002:DTA, author = "Tony Clear", title = "A diagnostic technique for addressing group performance in capstone projects", journal = j-SIGCSE, volume = "34", number = "3", pages = "196--196", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544475", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "``Students' awareness of their own group processes can be poor (or Absent)'' [1]. Yet professional software development situates much work within groups, and capstone courses are often designed to develop capabilities, such as effective teamwork. Supervising group processes can be challenging, and encouraging students to reflect upon group functioning can be a delicate exercise. A technique is outlined below, for group performance review and diagnosis of issues preventing teams functioning effectively.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fone:2002:IFM, author = "William Fone", title = "Improving feedback from multiple choice tests", journal = j-SIGCSE, volume = "34", number = "3", pages = "196--196", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544476", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Providing individual feedback to large groups of students can be difficult. By asking students to record their confidence in multiple choice test answers the quality of feedback can be improved. In a ``multiple choice question'' (MCQ) test the student is asked to make a selection of one or more correct alternatives from a given list in response to a ``question stem''.Students rely heavily upon the teacher to provide academic guidance. To provide individualised guidance to student when group sizes are large can be difficult. Feedback can be used to inspire a student but it may also demoralise. De-motivation may occur if the student does not understand the feedback or can not use it to determine the correct remedial action to improve. To provide advice that a student can use effectively will normally require the advice to be personalised. [1].The methods used to reduce the distortion that could be caused by guessing include negative marking and value choice [2]. In both these situations the student may pay a penalty for attempting a question where there is an element of uncertainty. A student with doubts may avoid answering some questions if negative marking is being used. This limits the amount of useful information a grader can obtain from looking at an answer sheet.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gibson:2002:SRB, author = "Robyn Gibson", title = "The student record book: showing the value of documentation", journal = j-SIGCSE, volume = "34", number = "3", pages = "197--197", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students in an introductory programming subject are encouraged to keep a record book of their activities. By the end of semester many have come to realise, almost to their surprise, that documentation is useful. The encouragement includes the use of ``carrots'' and ``sticks''.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamer:2002:MAT, author = "John Hamer", title = "A musical approach to teaching design patterns", journal = j-SIGCSE, volume = "34", number = "3", pages = "197--197", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544478", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In case you missed the signs, design patterns [2] have suddenly become a core programming topic. The Computing Curricula 2001 [1] includes the topic as a major part of SE1 ``software design,'' and in a recent survey [4] software practitioners ranked ``software design and patterns'' as one of the areas of knowledge they consider most important to their work. Teaching design patterns, however, is not so easy. Patterns need to be studied in the context of a software design project; to do otherwise renders the topic asomatous. We have met with some success in using ``musical composition'' to teach a number of standard design patterns, including Composite, Decorator, Visitor, and Factory. The idea of musical composition comes from Paul Hudak's Haskore system [3].The project centers on the design of a ``musical object,'' by which we mean either a note (with a pitch and duration), a rest (having just a duration), or a combination of musical objects. The combinations can be contemporaneous (as for a chord), or sequential (like a scale). The two primitive music types together with the combinators come together using the Composite inheritance pattern. Decorators can then be added to describe tempo changes (the scaling of the duration of all parts of a musical object), pitch transpositions, and to assign different instruments to parts of a composition. With the descriptive part of the system so formed, a Visitor can be used to traverse the musical tree and generate a linear sequence of ``musical events,'' which can then be written as type 1 MIDI files for playback on most standard PC equipment. As well as learning about design patterns, students are given the opportunity to try their hand at transcription or composition. Some examples of their work can be found at http://www.cs.auckland.ac.nz/courses/ compsci360fc/ archive/1999/Ass2/PickOfTheBest/.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lapidot:2002:SAP, author = "Tami Lapidot", title = "Self-assessment as a powerful learning experience", journal = j-SIGCSE, volume = "34", number = "3", pages = "198--198", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544479", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Every teacher would like to have students that are motivated towards autonomous learning with self-enthusiasm. This Tip presentation will offer one method for achieving such a goal. For three consequential years (1998-2000) I was teaching a ``computing literacy teaching methods'' course for CSE students in the Technion. The focus of the course was on computing teaching methods and learning processes. A major part of the course was devoted to a project the students had to develop. They had to collect data, analyze it, organize and represent it to their colleagues. They had to work in small teams and could choose their own topic as long as they were using different computing tools such as Internet, email, spreadsheet, and others. The projects ranged topics such as: Wine, women in Islam, Michelangelo, UFO, wedding traditions, Greek mythology, and Marathon history.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Laxer:2002:EST, author = "Cary Laxer", title = "Evaluating student team project experiences", journal = j-SIGCSE, volume = "34", number = "3", pages = "198--198", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544480", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The first two courses in the computer science major at Rose-Hulman (Algorithm \& Program Design and Data Structures) each have a five-week team-programming project as a component of the course. At the end of the projects, in addition to their program code, each team has to submit a user's manual and a technical manual for their product, and give a 15-20 minute oral presentation. The students are also required to evaluate the project experience on an individual basis. To facilitate the project evaluation, I designed three forms. One form is given to each team leader to complete, one form is given to the other team members, and the third form is used by me to evaluate (i.e., grade) the project. The general team member evaluation form asks the student if, in the student's opinion, everyone contributed his or her fair share to the project, how they viewed their time commitment to the project, what the strengths and weaknesses of their team leader were, to summarize the team dynamics on the project, and to comment on how worthwhile the project was. The evaluation form the team leaders complete asks them about the contributions of their team members; recommendations for ``pay raises,'' ``promotions,'' and ``dismissals;'' team dynamics; their strengths and weaknesses as team leaders; and how worthwhile the project was. The form I use to evaluate the projects has areas for me to comment on their oral presentation, the software quality, the program design, and the documentation, as well as provide a numeric grade in each area.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fincher:2002:PPT, author = "Sally Fincher and Ian Utting", title = "Pedagogical patterns: their place in the genre", journal = j-SIGCSE, volume = "34", number = "3", pages = "199--202", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes some constituents of patterns and pattern languages and examines the Pedagogical Patterns endeavour against them. Some observations are made with regard to how pattern languages are developed and some suggestions as to how these might be applied to pedagogical patterns are made.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2002:EAC, author = "J. A. N. Lee", title = "The emporium approach to computer science education", journal = j-SIGCSE, volume = "34", number = "3", pages = "203--207", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544483", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As an alternative to laboratories for computer science programming courses, the Emporium style of learning environment has advantages for a course concerned with the foundations and principles of computer science. Following the lead from courses in freshman mathematics, this paper describes the active learning and assessment methodologies incorporated into a freshman computer science course. The results have been encouraging, and student acceptance of an alternative approach to learning is improving.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walters:2002:ILD, author = "Deborah Walters and Carl Alphonce and Barbara Sherman and Debra Burhans and Helene Kershner", title = "Increasing learning and decreasing costs in a computer fluency course", journal = j-SIGCSE, volume = "34", number = "3", pages = "208--212", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544484", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the results of a redesign of a large enrollment computer fluency course for non computer science majors. The goals of the redesign were to increase learning and to decrease costs using technology. The paper discusses the motivations and the components of the course redesign. The results show that costs did decrease and that learning did increase in the redesigned course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carbone:2002:SBT, author = "Angela Carbone and Judy Sheard", title = "A studio-based teaching and learning model in {IT}: what do first year students think?", journal = j-SIGCSE, volume = "34", number = "3", pages = "213--217", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544485", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The change to a studio based teaching model in one core subject of a traditionally delivered IT degree has necessitated a complete redesign of the teaching space and a restructure of the teaching and learning approach. This paper reports on first year students' reactions to the new learning space, the IT tools and infrastructure, the change in teaching philosophy and a new method of assessment. A survey was used determine how the students used the new environment and their perceptions of its value to their learning compared to the traditional lecture-tutorial style approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nygaard:2002:CCO, author = "Kristen Nygaard", title = "{COOL} (comprehensive object-oriented learning)", journal = j-SIGCSE, volume = "34", number = "3", pages = "218--218", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The COOL Project (Comprehensive Object-Oriented Learning) is a 3-year research project proposal launched by a consortium of four Norwegian research institutions, supported by research institutions in Aarhus in Denmark, and co-operating with test sites around the world. COOL will contribute to a unifying process- and object-oriented platform for informatics, and produce a ``Learning Landscape'' of pedagogical and organizational components to be used in a modern and system-oriented education in informatics and related fields. It will provide an alternative to the current pedagogical approach used, commonly regarded as unsuccessful. COOL will co-operate with research institutions in Denmark and with a number of test sites (universities and colleges) around the world, representing a number of language/cultural worlds (Spanish/South American, English/North American, Scandinavian, and perhaps others). COOL will produce an introductory course, supported by a textbook and DVD records containing integrated multimedia material. The COOL Learning Landscape shall allow for alternative courses, adapted to local cultures and conditions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Young:2002:ISE, author = "Alison Young and Samuel Mann", title = "Innovation in software engineering education", journal = j-SIGCSE, volume = "34", number = "3", pages = "219--219", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544487", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a study that brings together two areas of research into improving education practice in the field of software engineering. In a deliberate attempt to emulate real world software development, software engineering students project groups were required to swap projects without warning, mid way through their development cycle. This is numerically and quantitatively assessed against Robinson's [1] attitudes and practices of empowering education. Implications of further work and possible collaborations or joint projects are considered along with the theoretical context of the study. The lessons learned from this research may apply to a wider sphere, particularly in software engineering areas where efforts are made to prepare students for careers in changing and difficult environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2002:GWP, author = "Donald Joyce", title = "Group work at postgraduate level: some issues", journal = j-SIGCSE, volume = "34", number = "3", pages = "220--220", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reviews the experience with group assignments during the first five semesters that UNITEC's Master of Computing programme has been offered. Strategies for forming and managing groups are outlined, as well as different approaches to awarding grades to the individual members of the groups.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2002:IHS, author = "John Impagliazzo", title = "Integrating the history of systems software in the computing curriculum", journal = j-SIGCSE, volume = "34", number = "3", pages = "221--221", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544489", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The study of the history of computing system software has begun to receive some attention lately. Areas involving operating systems and programming languages have recently attained greater scholarly awareness and have developed into new areas of research. The scope of system software is rather broad and can lead to detailed studies in very specialized areas. The separation between system software and application software was not precise in the early days of computing. As educators and scholars, we should be careful not to examine that early history only through our current point of view. Time allows us to observe such events with different perspectives. Successes and failures in the systems area require balance. Indeed, it is important to consider failures because they may have contributed many ideas and concepts to software development even though companies did not incorporate them in their final products. The study of early system software also requires that we look at the practices of the businesses as well as the technology at that time and the dynamic forces that determined the outcome of a product.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2002:ACJ, author = "Tony Clear and Graeme Foot", title = "Avatars in Cyberspace --- a {Java $3$D} Application to Support Formation of Virtual Groups", journal = j-SIGCSE, volume = "34", number = "3", pages = "222--222", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Scott:2002:MMI, author = "Kirk Scott", title = "{MISC}: the minimal instruction set computer", journal = j-SIGCSE, volume = "34", number = "3", pages = "223--223", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544491", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The minimal instruction set computer (MISC) is a simulation of a simple hardware machine written in the Java language. The architecture represented is register-oriented. MISC has been used by the author in several classes at the undergraduate level. It is under further development at the present time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wyatt:2002:ISI, author = "Jason N. Wyatt and Martha J. Kosa and Mark A. Boshart", title = "Implementing student ideas in {CS2}: a simple {IDE}", journal = j-SIGCSE, volume = "34", number = "3", pages = "224--224", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544492", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is very hard for faculty members to create programming assignments that are simultaneously challenging, accessible, and practical for students year after year. In some advanced undergraduate courses, most notably software engineering courses, students may specify their own programming projects. We demonstrate here that it is also possible for beginning undergraduate students to have good ideas for realistic programming projects, specifically a simple IDE (Integrated Development Environment) program which lets the user generate a basic GUI. The program then produces as output a Java source file, with some event-handling code, which can reproduce the GUI. Of course, we can't and don't expect the program to have all the features of a professional IDE, but it could be useful for CS1/CS2 students. A freshman CS2 student conceived and implemented this assignment in the Spring 2001 semester as part of an honors contract. Honors students elect to do extra work in courses for credit toward graduation with honors. Such a student designs a contract, to be approved by the instructor, indicating the extra work and its effect on the final grade. Although an honors student developed this project, this project is suitable in general for CS2 students. We now describe the features of the project. A settings frame and a drawing frame appear first. The settings frame allows the user to name the Java output file. It also has a Save button, a text field to control the arrow keys, and checkboxes that allow the user to choose if a main method will appear in the output file, if the resulting application frame will be centered on the screen, and if window listener code will be generated for the application frame. The right mouse button is used to add a component. When the mouse is released, the user chooses the component's type and then the desired variable name and caption. Components appear as black unfilled rectangles. The component declarations (alphabetically by variable name) and skeleton code for handling button clicks will appear in the output file. Clicking the left mouse button in a rectangle turns the rectangle red. The shift key and the left mouse button move such a component. The arrow keys resize the component. Component sizes will be preserved in the output file. The component's properties are updated with the C key. The delete key removes the component. We believe that this project is a challenging (but not impossible) and useful application of CS2 concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knox:2002:CMR, author = "Deborah Knox", title = "{CITIDEL}: making resources available", journal = j-SIGCSE, volume = "34", number = "3", pages = "225--225", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this demonstration, we present the features of the Computing and Information Technology Interactive Digital Educational Library project (CITIDEL). CITIDEL is being developed to bring learning resources related to computing into one open archive and search center. We will demonstrate the current status of development of CITIDEL, both in terms of collections accessible and of technical developments for data provision and harvesting. (www.citidel.org http://www.citidel.org).The CITIDEL development team includes people from Virginia Tech (the lead institution), Hofstra University, Penn State University, The College of New Jersey, and Villanova University. CITIDEL is part of the Collections Track activities in the U.S. National STEM (Science, Technology, Engineering, and Mathematics) education Digital Library (NSDL, www.nsdl.nsf.gov). Our focus includes technical development, content collection, search engine technology, assessment, and community development. Topics presented include metadata harvesting of collections, tailored search capabilities, and a demonstration of the front-end access to the educational resources related to computing and information technology. Conference attendees interested in having their work accessible through CITIDEL will have the opportunity to talk with a project representative during the demonstration time. Avenues of dissemination include the ACM Journal of Educational Resources in Computing (JERIC) and the Computer Science Teaching Center (CSTC, www.cstc.org).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holdfeldt:2002:EEE, author = "Peter Holdfeldt and Boris Koldehofe and Carina Lindskog and Torbj{\"o}rn Olsson and Wanja Petersson and Jonas Svensson and Linus Valtersson", title = "{EnViDiA}: an educational environment for visualization of distributed algorithms in virtual environments", journal = j-SIGCSE, volume = "34", number = "3", pages = "226--226", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "EnViDiA is an extensible environment that visualizes the execution of distributed algorithms by using the visualization enhancements offered by Virtual Reality technology. It addresses to represent the complex flow of information tied with the execution of a distributed algorithm in a way that also novices can easily develop a first understanding of the algorithm behavior. In difference to already existing tools it represents the communication structure in a $3$D-model in which users are immersed. This way a natural interaction based on real world behavior is possible. The algorithm must work correctly using any arbitrary inter`?connection of processes represented by a communication graph. In contrast to ordinary $2$D-worlds, complex non-planar graph models can be nicely represented in $3$D with the perspective adapting to the movements of the user. Further, the orientation in the $3$D-world is facilitated providing spatial sound. It assists the user becoming aware of the important system events. Students working within such an environment are more active since they walk or fly through the distributed system world in a game like scenario. Unlike the textbook approach students perceive a whole system execution instead of a series of snapshots for which students may experience difficulties in connecting them. The given experience is intended to help the students to follow better the formal descriptions and analysis of such algorithms. Undergraduate students have developed EnViDiA as part of the LYDIAN [2] project. The animation framework was designed for the Chalmers VR-Cube [1], an immersive VR environment and it is based on the problems the students experienced themselves when studying distributed algorithms for the first time. Although EnViDiA is intended to be used in an immersive VR environment, it is also possible to use EnViDiA in a simpler version on ordinary desktop computers supporting $3$D-graphics (c.f. Figure 1). At its current state EnViDiA supports three distributed algorithms namely simple broadcast, broadcast with acknowledgement and resource allocation based on the algorithm by Ricart and Agrawala. The algorithms are taught in a basic distributed system course at Chalmers University of Technology. The development is about to be continued as part of the LYDIAN [2] project. Besides adding more algorithms and evaluating the tool at its current state, the main focus is on providing features to support multiple user collaboration, which are tested at the distributed concept of self-stabilization.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pears:2002:DGV, author = "Arnold Pears", title = "Defining a global view of {CS} education research", journal = j-SIGCSE, volume = "34", number = "3", pages = "227--227", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Collberg:2002:GTE, author = "Christian Collberg and Stephen G. Kobourov and Jessica Miller and Suzanne Westbrook", title = "{A$ \lambda $ goVista}: a tool to enhance algorithm design and understanding", journal = j-SIGCSE, volume = "34", number = "3", pages = "228--228", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544496", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A$ \lambda $ goVista is a web-based search engine that assists programmers to and algorithms and implementations that solve specific problems. The search engine is not keyword based but rather requires users to provide (input = ?output)samples that describe the behavior of their needed algorithm. A$ \lambda $ goVista is based on a technique known as program check-ing pioneered in the last decade by Manuel Blum [1 ]as an alternative to program verification and testing. Program checking extends programs with checkers to allow them to verify the correctness of the results they compute.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shene:2002:TST, author = "Ching-Kuang Shene", title = "{ThreadMentor}: a system for teaching multithreaded programming", journal = j-SIGCSE, volume = "34", number = "3", pages = "229--229", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544497", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Plekhanova:2002:LPS, author = "Valentina Plekhanova and Walter Middleton", title = "Learning processes in software engineering projects", journal = j-SIGCSE, volume = "34", number = "3", pages = "230--230", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koppelman:2002:MFW, author = "Herman Koppelman and Betsy van Dijk", title = "A model for a flexible, {Web}-based course", journal = j-SIGCSE, volume = "34", number = "3", pages = "231--231", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544499", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Skevoulis:2002:IFM, author = "Sotiris Skevoulis and Maria Falidas", title = "Integrating formal methods tools into undergraduate computer science curriculum", journal = j-SIGCSE, volume = "34", number = "3", pages = "232--232", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe a recently NSF-funded project that is based on the power of an innovative teaching approach, which combines the traditional teaching models and adds the use of automated software tools to enhance the student's learning experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kessler:2002:MTC, author = "Christoph Kessler and Simin Nadjm-Tehrani", title = "Mid-term course evaluations with muddy cards", journal = j-SIGCSE, volume = "34", number = "3", pages = "233--233", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544501", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Teachers:2002:MIN, author = "Israel National Center for Computer Science Teachers", title = "``{Machshava}'': the {Israeli National Center for High School Computer Science Teachers}", journal = j-SIGCSE, volume = "34", number = "3", pages = "234--234", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544502", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster, we present the Israeli national center for high school Computer Science teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shukla:2002:CTO, author = "Ranjana Shukla and Donald Joyce", title = "Conferencing technologies and online courses", journal = j-SIGCSE, volume = "34", number = "3", pages = "235--235", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544504", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster evaluates four conferencing technologies from the perspective of enhancing the delivery of online courses, in particular by incorporating real time discussions, presentations or seminars. The analysis can be used when choosing the most appropriate technology for a specific context.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2002:CII, author = "Judy Sheard and Selby Markham", title = "Creating an interest in {IT}: a gender study", journal = j-SIGCSE, volume = "34", number = "3", pages = "236--236", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544505", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2002:IDL, author = "John Impagliazzo and Lillian (Boots) Cassel and John A. N. Lee", title = "{ICT} and digital libraries", journal = j-SIGCSE, volume = "34", number = "3", pages = "237--237", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544506", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kasyanov:2002:WBS, author = "Victor N. Kasyanov and Elena V. Kasianova", title = "{Web}-based systems for supporting computer-science teaching and learning", journal = j-SIGCSE, volume = "34", number = "3", pages = "238--238", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544507", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The systems PRACTICE and GRAPP being under development at the A. P. Ershov Institute of Informatics Systems in Novosibirsk are considered. They are Web-based systems intended to support computer-science teaching and learning. In the paper the current versions of systems being in use by students of Novosibirsk State University are presented, and our plans are outlined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garcia:2002:LHD, author = "Mario A. Garcia and Holly Patterson Mc-Neill", title = "Learning how to develop software using the toy {LEGO Mindstorms}", journal = j-SIGCSE, volume = "34", number = "3", pages = "239--239", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544508", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of the toy LEGO Mindstorms has been used more often in Engineering and Computer Sciences courses in several countries. Undergraduate students at Texas A\&M University-Corpus Christi implemented seven robotics applications as the final project for the Software Analysis and Design course. The students applied the knowledge acquired in other courses such as Software Engineering, Databases, and several programming courses. The students used Microsoft project for the planning phase and the CASE tool Visible Analyst for the design phase. At the end of the semester there was a robot competition. Two projects are described in this paper.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Richards:2002:INCb, author = "Brad Richards", title = "Illustrating networking concepts with wireless handheld devices", journal = j-SIGCSE, volume = "34", number = "3", pages = "240--240", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544509", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schep:2002:EUR, author = "Madeleine Schep and Nieves McNulty", title = "Experiences with using robots in an all-female programming class", journal = j-SIGCSE, volume = "34", number = "3", pages = "241--241", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544510", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ramakrishnan:2002:DDC, author = "Sita Ramakrishnan", title = "{DoIT}: dynamic curriculum organisation by innovation through technology", journal = j-SIGCSE, volume = "34", number = "3", pages = "242--242", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544511", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our innovative web based system, DoIT. DoIT is an acronym for Dynamic Curriculum Organisation by Innovation through Technology. IEEE-CS and ACM have been working on developing a comprehensive body of knowledge on software engineering (SWEBOK) [1]. Carnegie-Mellon Software Engineering Institute [CMU/SEI-99-TR-032] has produced a document that presents some guidelines for using the SWEBOK to support effective curriculum design. Our DoIT project has used the SWEBOK classification to map the core units in our current BSE curriculum against the SWEBOK knowledge key areas. In many engineering disciplines, the accreditation of university curricula and the licensing and certification of practicing professionals are taken very seriously. These are seen as critical to ensure upgrading of course content and structure where warranted to achieve improvements in the level of professional practice. Recognition of the core body of knowledge in a discipline is crucial to the development and accreditation of university curricula. DoIT system has been engineered in a systematic and disciplined manner and allows our Bachelor of Software Engineering students at Monash University to view the key areas of software engineering body of knowledge (SWEBOK) that they learn in their core subjects of study as they progress through our course. The main objective of the system is to provide an Internet facility for the students to learn about what they have learnt in their subjects in terms of SWEBOK objectives. The main inputs to DoIT are the SWEBOK key areas, our BSE core subjects mapped to SWEBOK and BSE student information extracted from Monash' student ORACLE database at the beginning of each new semester of our BSE course. Our BSE students are able to interact with the DoIT system to retrieve a personalized competency profile (PCP) at the completion of each semester of study. The contents visualized through the web site DoIT evolves as the students move through the course and works with up to date information about students. The web-based system, DoIT can be viewed at http://www.csse.monash.edu.au/~doit/. The learning outcomes from DoIT can be considered from three perspectives [2]. It is about: Students' learning about what they have learnt in terms of course content shown as knowledge areas covered in SWEBOK objectives. Lecturing staff and curriculum designers able to track the curriculum and see how the various topics relate together, and ascertain if there are any overlaps and gaps in knowledge. The educational institution able to see the organisational knowledge assets in terms of graduate capabilities from our course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stewart:2002:MAF, author = "Avare' Stewart and Parviz Kermani and Magda Mourad", title = "{MediaMime}: after-the-fact authoring annotation system for an e-learning environment", journal = j-SIGCSE, volume = "34", number = "3", pages = "243--243", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544512", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Studies have shown that e-Learning is one of the fasted growing trends in higher education. This evolving trend can be classified with respect to the underlying structure and content of these environments. Of particular note is an e-Learning environment which is structured asynchronously and whose content is based solely on an electronic medium. In such environments, classes may never actually meet and the only form of delivery may be via an electronic lecture system. Given this environment, how do we maintain the benefits of the traditional classroom setting while still offering students the flexibility they may need in having the asynchronous environment in the first place? Furthermore, given an electronic-only delivery mechanism, how can both the student and the instructor tailor e-Learning content to suit their needs. We propose a flexible media-rich instructional method which: (1) facilitates collaboration in an asynchronous, electronic lecture environment and (2) supports the context-based, post-production augmentation and exchange of user-defined supplements which allows an author to refine and tailor e-Learning content.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dagdilelis:2002:WTR, author = "Vassilios Dagdilelis and Maya Satratzemi and Georgios Evangelidis", title = "What they really do?: attempting (once again) to model novice programmers' behavior", journal = j-SIGCSE, volume = "34", number = "3", pages = "244--244", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544513", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the last two decades, a large amount of research has been conducted in an effort to form a model of student behavior when they try to solve algorithmic or programming problems. The construction of the model is based on the analysis of many types of data, such as for example: (a) the characteristics of the programming languages the students work with, (b) the strategies of the solution that the students follow, and (c) the characteristics of the proposed problem. However, we must observe that modeling is often not based on long-term observations of actual teaching and the proposed problems are usually quite simple. In this paper we attempt to examine a variety of aspects of students' behavior when they learn to program. More specifically, we study: the strategies students use in order to develop and validate a program; the possible role of students' errors in the development of their programs; and the methods students use to deal with these errors. The study was carried out on 90 second-semester CS students who worked in pairs during the 2-hour lab session. They were given a brief description of the Binary Search algorithm and were asked to implement it using AnimPascal. In this study we present the results we obtained from the analysis of the successive versions of students' programs. Based on these results we propose teaching methods to help students overcome the difficulties they face when they learn programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Voracek:2002:IEI, author = "Jan Voracek and Nina Kontro-Vesivalo", title = "International education in information technology", journal = j-SIGCSE, volume = "34", number = "3", pages = "245--245", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544514", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are developing a model of international education in Information Technology, the concrete realization of which is the International Master's Program in Information Technology (IMPIT) oriented for bachelor-level students from Russia and Czech Republic. The program has been running since 1998 and is realized commonly by three Eastern Finland universities: Lappeenranta University of Technology (LUT), University of Joensuu and University of Kuopio. The 2-years long advanced level studies of the program consist of a combination of courses in data processing and telecommunication. After one year of intensive theoretical studies the students are recruited to companies in Finland for full-time working and master thesis elaboration. In a larger scale the program aims at creating wide cooperation in the fields of education, research and business with Russia and especially with the St. Petersburg region. Relying on the experience gained from the so far three program cycles, in this poster we seek to give a general overview of the development and current status of our model which we have seen to grow into what might be called a working interchange between three European countries: Finland, Russia and Czech Republic. Based on our view that a lot of emphasis has to be put on the students' opinions and experience of the program, we present the results and conclusions drawn out of the feedback gathered from the students of all three cycles (1999-2000, 2000-2002 and 2001-2003) in the end of October 2001.Combining our earlier experience with the recently gathered data, we present the conclusions for further development of our model pointing out its strengths and weaknesses and bringing forth suggestions on development and applicability of our model in the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klee:2002:GAD, author = "Karl J. Klee", title = "Guidelines for associate-degree programs in computer science", journal = j-SIGCSE, volume = "34", number = "3", pages = "246--246", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544515", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presentation showcases the recently published ACM/IEEE-CS guidelines for computer science programs at associate-degree granting institutions. These guidelines were produced by the Two-Year College Education Committee, a standing committee of the ACM Education Board. Karl Klee is one of the Committee members.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ibbett:2002:WVC, author = "Roland N. Ibbett", title = "{WWW} visualisation of computer architecture simulations", journal = j-SIGCSE, volume = "34", number = "3", pages = "247--247", month = sep, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/637610.544516", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:56 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Simulation models of a number of computer architectures have been created using HASE, a Hierarchical Computer Architecture design and Simulation Environment,and automatically translated into WebHASE and JavaHASE applets which can be accessed via the WWW. These applets are being used both as visual aids and or student exercises.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gries:2002:WPM, author = "David Gries", title = "Where is programming methodology these days?", journal = j-SIGCSE, volume = "34", number = "4", pages = "5--7", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820129", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gries02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2002:BBE, author = "Don Gotterbarn", title = "Black and blue epiphany: the missing elements of professionalism", journal = j-SIGCSE, volume = "34", number = "4", pages = "8--9", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820131", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gotterbarn02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2002:CCR, author = "C. Dianne Martin", title = "Computing curricula 2001: reverse engineering a computer science curriculum (part 1)", journal = j-SIGCSE, volume = "34", number = "4", pages = "10--11", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820132", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Martin02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2002:WDH, author = "J. A. N. Lee", title = "Where did history go?", journal = j-SIGCSE, volume = "34", number = "4", pages = "11--12", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820134", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lee02a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2002:DUS, author = "Tony Clear", title = "Design and usability in security systems: daily life as a context of use?", journal = j-SIGCSE, volume = "34", number = "4", pages = "13--14", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820136", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Clear02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2002:ITA, author = "John T. Gorgone", title = "Information technology: an adolescent in the arena", journal = j-SIGCSE, volume = "34", number = "4", pages = "15--16", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820138", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Gorgone02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2002:IIC, author = "Nell Dale", title = "Increasing interest in {CS} ed research", journal = j-SIGCSE, volume = "34", number = "4", pages = "16--17", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820140", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Dale02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2002:HYH, author = "Ren{\'e}e McCauley", title = "Hear ye, hear ye!: a valuable new resource for computer science educators finally available", journal = j-SIGCSE, volume = "34", number = "4", pages = "17--18", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820142", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#McCauley02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2002:TSD, author = "Henry MacKay Walker", title = "Teaching and a sense of the dramatic: act {II}", journal = j-SIGCSE, volume = "34", number = "4", pages = "18--19", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820144", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Walker02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gersting:2002:JH, author = "Judith L. Gersting and Frank H. Young", title = "Job-hunting 101", journal = j-SIGCSE, volume = "34", number = "4", pages = "20--21", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820146", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#GerstingY02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2002:NCC, author = "Robert Campbell", title = "New computing curriculum for two-year colleges", journal = j-SIGCSE, volume = "34", number = "4", pages = "21--22", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820148", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Campbell02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Neuwirth:2002:IIP, author = "Erich Neuwirth and Viera K. Proulx", title = "{IFIP} and issues in pre-college education", journal = j-SIGCSE, volume = "34", number = "4", pages = "23--24", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820150", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#NeuwirthP02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2002:IHS, author = "Jeffrey L. Popyack", title = "The international honor society for the computing and information disciplines", journal = j-SIGCSE, volume = "34", number = "4", pages = "25--26", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820152", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Popyack02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2002:MMI, author = "Peter B. Henderson", title = "Making math interesting", journal = j-SIGCSE, volume = "34", number = "4", pages = "26--28", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820154", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Henderson02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2002:DG, author = "David Ginat", title = "Divisor games", journal = j-SIGCSE, volume = "34", number = "4", pages = "28--29", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820156", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Ginat02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2002:TLR, author = "Nick Parlante", title = "Tree-list recursion", journal = j-SIGCSE, volume = "34", number = "4", pages = "30--31", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820158", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Parlante02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Samaka:2002:CCS, author = "Mohammed Samaka", title = "Changing a computer science curriculum in light of computing curricula 2001", journal = j-SIGCSE, volume = "34", number = "4", pages = "32--35", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820160", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Samaka02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The present paper describes the process of changing the curriculum of the computer science degree in the college of science of the UAE University. This process was initiated to keep up with the fast pace of development in the computer science discipline. The process of changing the curriculum involved two tasks. The first task was to construct new core and selective courses, while the second task involved reviewing the existing courses to incorporate into their contents the recent developments in the computer science discipline. During this process, the department searched several computing curricula, in particular, the model of the computing curricula CC2001 of the ACM and IEEE/CS, which it used as a guiding reference.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cartelli:2002:CSE, author = "Antonio Cartelli", title = "Computer science education in {Italy}: a survey", journal = j-SIGCSE, volume = "34", number = "4", pages = "36--39", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820161", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Cartelli02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper discusses a brief overview of the Italian school system and the different ways it introduces computer science and information technology in the various schools. Included is a section on high school computing education and its evolution during the past decades as well as a review of the initiatives being undertaken by compulsory schools and professional associations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shiflet:2002:CSS, author = "Angela B. Shiflet", title = "Computer science with the sciences: an emphasis in computational science", journal = j-SIGCSE, volume = "34", number = "4", pages = "40--43", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820162", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Shiflet02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The interdisciplinary field of computational science combines simulation, visualization, mathematical modeling, programming, data structures, networking, database design, symbolic computation, and high performance computing with various scientific disciplines. Despite the shortage of computational scientists, few programs and computational science textbooks appropriate for undergraduates exist. After extensive discussions on enhancing computer use in the sciences, Wofford College faculty members designed a curriculum for students majoring in science or mathematics, called ``Emphasis in Computational Science.'' A student electing this program completes a Bachelor of Science, three existing courses (Programming in C++, Data Structures, Calculus I), two new computational science courses (Scientific Programming, Data and Visualization), and a summer internship. Application rich course modules that have been developed in collaboration with scientists are employed as the textbooks for the computational science courses. Available through the world wide web, these modules can instruct and provide applications for a variety of courses [4].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Surakka:2002:WEV, author = "Sami Surakka and Lauri Malmi", title = "Work experience vs. co-operative education program", journal = j-SIGCSE, volume = "34", number = "4", pages = "44--47", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820163", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#SurakkaM02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "In this paper, we describe a typical Finnish work experience program in computer science and engineering. The program is compulsory for all students. It is cheap, moderately controlled, and unstructured. The feedback from the program is compared to the feedback from a highly structured and competition-based co-operative education program in the USA, which can be seen as a kind of opposite to the Finnish program. One might expect the feedback from a cheap and unstructured program not to be very good. However, the feedback from both programs was positive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schneider:2002:NMR, author = "G. Michael Schneider", title = "A new model for a required senior research experience", journal = j-SIGCSE, volume = "34", number = "4", pages = "48--51", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820164", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Schneider02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper describes a new way of implementing a required undergraduate research experience. In addition to the project itself, this experience also includes a senior capstone seminar that teaches students how to do research, a scholarly capstone paper, and a capstone conference that reproduces the feel of an actual scientific meeting. This paper describes these experiences along with an assessment of how it has worked in its first years of operation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hogan:2002:DME, author = "Thomas R. Hogan and Patrick R. Harrison and Kay G. Schulze", title = "Developing and maintaining an effective assessment program", journal = j-SIGCSE, volume = "34", number = "4", pages = "52--56", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820165", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#HoganHS02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The increased emphasis on assessment by regional accrediting bodies and the Computing Accreditation Commission of ABET has caused institutions of higher education and computer science departments to seriously consider the tools and techniques they are using to evaluate their program's effectiveness. The current shortage of computer science professors at many schools has greatly reduced the time available to develop and maintain an effective assessment program. Successful assessment programs require the development of a variety of carefully chosen and properly timed assessment instruments to be effective and yet avoid overburdening faculty. Successful assessment also requires a process model that carefully builds faculty support for the assessment process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beaubouef:2002:WCS, author = "Theresa Beaubouef", title = "Why computer science students need math", journal = j-SIGCSE, volume = "34", number = "4", pages = "57--59", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820166", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Beaubouef02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Too many students enter the field of computer science with high aspirations but poor math skills. These students often do not realize the significance of mathematics in computer science. This paper discusses several relevant areas of computer science and explains why computer science students need math in order to master the material taught in these courses and to eventually find success as a computing professional.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haberman:2002:FBP, author = "Bruria Haberman", title = "Frames and boxes: a pattern-based method for manipulating binary trees", journal = j-SIGCSE, volume = "34", number = "4", pages = "60--64", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820167", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Haberman02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The abstract data type (ADT) is one of the central concepts in computer science; it plays a major role in problem solving and in data storage and retrieval. Here we describe a pattern-based method for problem solving and for developing algorithms that utilizes abstract data types. Our method is based on the classification of problems that deal with the manipulation of abstract data types. A corresponding solution pattern was adapted to each class of problems. The method was designed to serve as a scaffolding tool for problem solving: to assist in analyzing problems, to recognize the main characteristics of a given problem, to determine a suitable solution pattern, and to use it to construct an appropriate algorithm that solves the problem. We demonstrate how the method is applied to teach binary trees.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Manolopoulos:2002:BCC, author = "Yannis Manolopoulos", title = "Binomial coefficient computation: recursion or iteration?", journal = j-SIGCSE, volume = "34", number = "4", pages = "65--67", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820168", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Manolopoulos02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Binomial coefficient computation, i.e., the calculation of the number of combinations of n objects taken k at a time, C(n,k), can be performed either by using recursion or by iteration. Here, we elaborate on a previous report [6], which presented recursive methods on binomial coefficient calculation and propose alternative efficient iterative methods for this purpose.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hannay:2002:ITC, author = "David G. Hannay", title = "Interactive tools for computation theory", journal = j-SIGCSE, volume = "34", number = "4", pages = "68--70", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820169", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Hannay02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The web-based simulations encompass the six core abstract models of computation: finite-state, pushdown and Turing machines as well as regular expressions, context-free grammars, and recursive functions. All six simulations come packaged with predefined machines/expressions/grammars/functions. Users can also create machines, expressions, grammars, and functions from scratch. Each machine simulation traces arbitrary input as processed by the machine. The regular expression simulator tests if an entered list of words is part of the language of a regular expression, and generates random words represented by an expression. The context-free grammar simulator also generates words in the corresponding language. Finally, one can trace the evaluation of functions to a user-specified depth of recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taylor:2002:LPL, author = "R. Gregory Taylor", title = "{LL} parsing, {LR} parsing, complexity, and automata", journal = j-SIGCSE, volume = "34", number = "4", pages = "71--75", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820170", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Taylor02a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "It is well known that pushdown-stack automata find application within the syntactic analysis phase of compilation. Nonetheless, in most compiler design textbooks the relation between popular parsing algorithms and the theory of deterministic pushdown-stack automata remains implicit. We show that it is not difficult to implement these algorithms as deterministic automata. These implementations in turn yield instructive time/space analyses of the implemented algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2002:CTM, author = "Michael R. Wick and Andrew T. Phillips", title = "Comparing the template method and strategy design patterns in a genetic algorithm application", journal = j-SIGCSE, volume = "34", number = "4", pages = "76--80", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820171", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#WickP02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "We present a genetic algorithm software project that serves to give students direct experience with choosing among multiple potentially applicable design patterns. We carefully constructed this project to illustrate the power of design patterns in supporting encapsulation while at the same time providing a single context in which to compare and contrast similar design pattern alternatives.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2002:RTI, author = "Jerome L. Lewis", title = "A reliable test for inclusion of a point in a polygon", journal = j-SIGCSE, volume = "34", number = "4", pages = "81--84", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820172", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Lewis02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper takes a careful look at a well-known implementation of an algorithm that tests a point in the plane for inclusion in a given polygon. The implementation, coded in C++, appears in Robert Sedgewick's highly regarded book, Algorithms in C++, and has a number of flaws associated with special cases. The paper discusses the problems and a reliable implementation of the algorithm is developed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2002:OTB, author = "Timothy J. Rolfe", title = "One-time binary search tree balancing: the {Day\slash Stout\slash Warren (DSW)} algorithm", journal = j-SIGCSE, volume = "34", number = "4", pages = "85--88", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820173", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Rolfe02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "A. Colin Day proposed, and Quentin F. Stout and Bette L. Warren modified, an algorithm (the Day/Stout/Warren or DSW algorithm) that, in $ O(N) $ time and $ O(1) $ space, transforms an arbitrary binary search tree into a degenerate tree, and from that generates the most balanced possible binary search tree.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Giguette:2002:CAT, author = "Ray Giguette", title = "The {Crawfish} and the {Aztec} treasure maze: adventures in data structures", journal = j-SIGCSE, volume = "34", number = "4", pages = "89--93", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820174", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Giguette02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Teaching data structures and other CS1/CS2 subjects can be challenging. Previous research has shown that using manipulatives and visualization tools may help students comprehend these abstract concepts. This paper illustrates how students can use a pez dispenser as a stack to gain first hand experience with many CS1/CS2 topics. In addition to giving students candy, we appeal to their sense of adventure by presenting a fictitious account of how the Aztecs might have used pez-like stacks. This tale is meant to supplement homework and class discussion concerning stack definition, algorithm design, recursion, tree traversal, and operation pre- and post-conditions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ross:2002:GST, author = "John Minor Ross", title = "Guiding Students through Programming Puzzles: Value and Examples of {Java} Game Assignments", journal = j-SIGCSE, volume = "34", number = "4", pages = "94--98", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820175", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Ross02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Solving puzzles can be a challenging, yet rewarding, experience for novice programmers and experts alike. Furthermore, game examples and assignments that are concise offer many learning opportunities for early programmers. As described herein, such opportunities focus on: array manipulation, random solution searching, object-oriented analysis and design, and general creative problem solving.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2002:CCW, author = "Torben Lorenzen and Ward Heilman", title = "{CS1} and {CS2}: Write Computer Games in {Java}!", journal = j-SIGCSE, volume = "34", number = "4", pages = "99--100", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820176", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#LorenzenH02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The authors have designed an introductory sequence of programming courses. In order to keep the students interested and to add some fun to the course, all the programming assignments involve implementing computer games as Java applets. The entire course (including syllabus, assignments, and working source code) is available for download from the authors' web site.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harrison:2002:IIC, author = "Chris J. Harrison", title = "{ICPL}: an initial concurrent programming language", journal = j-SIGCSE, volume = "34", number = "4", pages = "101--105", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820177", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Harrison02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper describes an Initial Concurrent Programming Language (ICPL) used to teach fundamental and general concepts and principles that underpin the concurrent programming language paradigm. ICPL has been specifically designed to be simple to implement yet powerful enough to allow many of the basic properties of concurrent systems to be demonstrated directly. ICPL builds directly on an initial knowledge of a block-structured imperative language and introduces the notion of send and receive operations as a basis for message passing between processes. The message passing properties of ICPL are chosen deliberately to demonstrate a complementary approach to describing concurrent systems in terms of processes accessing shared variables via monitors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bell:2002:VBN, author = "Douglas Bell", title = "Visual basic. Net as a first language: an evaluation", journal = j-SIGCSE, volume = "34", number = "4", pages = "107--108", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820178", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Bell02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper assesses the utility of the Microsoft Visual Basic. Net programming language for teaching programming at a first level. The paper shows some comparisons with Java.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Howatt:2002:OSP, author = "James Howatt", title = "Operating systems projects: {Minix} revisited", journal = j-SIGCSE, volume = "34", number = "4", pages = "109--111", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820179", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Howatt02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/minix.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "The author argues for the use of a real, albeit educational-strength, operating system, instead of simulators, on which to base operating systems projects. Minix developers have created a version that can be run on Windows and Unix platforms, without the need for hard-drive partitioning. Sample projects demonstrate how Minix can be used to reinforce operating systems concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Riordan:2002:TIL, author = "Denis Riordan", title = "Towards an integrated learning laboratory environment for first-year computer science students", journal = j-SIGCSE, volume = "34", number = "4", pages = "112--116", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820180", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Riordan02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper describes an evolving attempt to provide an integrated learning laboratory environment (ILLE) to enhance the learning goals and strategies for first-year computer science students using Java as a first language. The proposed ILLE models a real computer-learning laboratory in which instructors walk around watching and helping students on request. In essence, the system consists of a Java development environment centered round a live communicator with a facility for an instructor to focus and work on the desk top of a particular student. The system is written in 4000 lines of Java and runs in exactly the same way on Windows, UNIX and MacOS. The ILLE gathers usage information that is being used to improve the learning for first year students. It has been used twice with large first year classes. Examples show how extracts from dialogue files enhanced the ILLE.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Suraweera:2002:EQL, author = "Francis Suraweera", title = "Enhancing the quality of learning and understanding of first-year mathematics for computer science related majors", journal = j-SIGCSE, volume = "34", number = "4", pages = "117--120", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820181", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Suraweera02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Most courses on discrete mathematics are designed to emphasize knowledge acquisition, and are given to large first year classes, in general. When the goal is to cover the content, the understanding takes a second place. This practice leads to non-enjoyment of the course, a great deal of anxiety, poor performance and a large percentage of failures. In fact, given the choice, most first year students would not do the discrete mathematics course. The opposing beliefs and expectations of the instructors and the students make it a difficult course to teach. However, irrespective of the geographical locations, as instructors, we all share a common goal: we would like our students to acquire the skills to perform complex mental operations so that they will be successful in the classroom as well as their future careers. This paper presents a way to enhance the learning and understanding of discrete mathematics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rountree:2002:PSF, author = "Nathan Rountree and Janet Rountree and Anthony Robins", title = "Predictors of success and failure in a {CS1} course", journal = j-SIGCSE, volume = "34", number = "4", pages = "121--124", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820182", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#RountreeRR02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "We present the results of a survey that focuses on the backgrounds and expectations of a group of CS1 students in the first weeks of semester. When comparing their survey answers to their final grades on the course, we saw some surprising things: the group which indicated an intention to continue in computer science did no better than any other, and the strongest single indicator of success seems to be ``expecting to get an A from the course.''", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barriocanal:2002:EIA, author = "Elena Garc{\'\i}a Barriocanal and Miguel-{\'A}ngel Sicilia Urb{\'a}n and Ignacio Aedo Cuevas and Paloma D{\'\i}az P{\'e}rez", title = "An experience in integrating automated unit testing practices in an introductory programming course", journal = j-SIGCSE, volume = "34", number = "4", pages = "125--128", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820183", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#BarriocanalUAD02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "Unit testing is one of the core practices in the Extreme Programming lightweight software development method, and it is usually carried out with the help of software frameworks that ease the construction of test cases as an integral part of programming tasks. This work describes our first results in studying the integration of automated unit testing practices in conventional 'introduction to programming' laboratories. Since the work used a classical procedural language in the course's assignments, we had to design a specific testing framework called tpUnit. The results of the experiment points out that a straightforward approach for the integration of unit testing in first-semester courses do not result in the expected outcomes in terms of student's engagement in the practice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bock:2002:DGB, author = "Douglas B. Bock and John F. Schrage", title = "Denormalization guidelines for base and transaction tables", journal = j-SIGCSE, volume = "34", number = "4", pages = "129--133", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820184", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#BockS02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This article outlines heuristic guidelines for denormalizing transaction tables in relational databases. Denormalization as a process seeks to improve the response time for data retrieval while maintaining good system performance for row insertions, updates, and deletions. These guidelines apply especially for client-server environments where response time for on-line, transaction-processing systems is critical to end-user satisfaction and productivity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Capretz:2002:IMS, author = "Luiz Fernando Capretz", title = "Implications of {MBTI} in software engineering education", journal = j-SIGCSE, volume = "34", number = "4", pages = "134--137", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820185", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Capretz02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "A number of approaches exist to aid the understanding of individual differences and their effects on teaching and learning. Educators have been using the Myers-Briggs Type Indicator (MBTI) to understand differences in learning styles and to develop teaching methods that cater for the various personality styles. Inspired by the MBTI, we developed a range of practices for effective teaching and learning in a software engineering course. Our aim is to reach every student, but in different ways, by devising various teaching approaches.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soklic:2002:SLB, author = "Milan E. Soklic", title = "Simulation of load balancing algorithms: a comparative study", journal = j-SIGCSE, volume = "34", number = "4", pages = "138--141", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820186", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#Soklic02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This article introduces a new load balancing algorithm, called diffusive load balancing, and compares its performance with three other load balancing algorithms: static, round robin, and shortest queue load balancing. The comparison of load balancing algorithms is made in three simulated client-server environments: a small-scale, intranet, and Internet environment. Experimental results of performance modeling show that diffusive load balancing is better than round robin and static load balancing in a dynamic environment, which manifest in frequent clients' object creation requests and in short objects' lifetimes. In this research, the diffusive load balancing algorithm is discussed in juxtaposition with the distributed client-server architectures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cukier:2002:GIT, author = "Wendy L. Cukier and Denise Shortt and Irene Devine", title = "Gender and information technology: implications of definitions", journal = j-SIGCSE, volume = "34", number = "4", pages = "142--148", month = dec, year = "2002", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/820127.820188", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:58 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse34.html#CukierSD02; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2002.bib", abstract = "This paper examines implications of definitions of information technology to women's participation in the industry and in academe. It is exploratory only, based on a review of selected government and industry reports and data related to IT education and the profession. However, it argues that there is evidence to suggest that discourse related to information technology has the effect of excluding women and multi-disciplinary perspectives. On the one hand, there is considerable evidence that the IT industry and skills it demands are multi-disciplinary and that many people working in the industry, particularly women, come from a variety of disciplines. On the other hand, despite the evidence of the multidimensional nature of IT, the impact of convergence, the importance of matching IT solutions to user needs and so on, a very narrow definition of IT dominates the discourse. This definition equates IT and IT professionals with computer science and engineering, disciplines which are predominately male. The result, then of this narrow definition is to marginalize women and their contributions. This is a pattern that has been observed with the development of other disciplines such as medicine. Not only does the narrowing of the definition of Information Technology tend to exclude and devalue the contribution of women but it also results in marginalization of other disciplines that would bring more ``neutral'' or ``critical'' perspectives to bear on technology. Thus the exclusion of multiple disciplines and women may contribute to poor technology decision-making at the societal and organizational level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2003:BSA, author = "Owen Astrachan", title = "Bubble sort: an archaeological algorithmic analysis", journal = j-SIGCSE, volume = "35", number = "1", pages = "1--5", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611918", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Text books, including books for general audiences, invariably mention bubble sort in discussions of elementary sorting algorithms. We trace the history of bubble sort, its popularity, and its endurance in the face of pedagogical assertions that code and algorithmic examples used in early courses should be of high quality and adhere to established best practices. This paper is more an historical analysis than a philosophical treatise for the exclusion of bubble sort from books and courses. However, sentiments for exclusion are supported by Knuth [17], ``In short, the bubble sort seems to have nothing to recommend it, except a catchy name and the fact that it leads to some interesting theoretical problems.'' Although bubble sort may not be a best practice sort, perhaps the weight of history is more than enough to compensate and provide for its longevity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hubscher-Younger:2003:CCL, author = "Teresa H{\"u}bscher-Younger and N. Hari Narayanan", title = "Constructive and collaborative learning of algorithms", journal = j-SIGCSE, volume = "35", number = "1", pages = "6--10", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611919", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This research began by investigating the literature on student learning from algorithm animations and conducting experimental studies of an algorithm visualization system. The results led us to develop CAROUSEL (Collaborative Algorithm Representations Of Undergraduates for Self-Enhanced Learning), using which students created expository representations of algorithms, shared their representations with others, evaluated each other's representations and discussed them. The system and the activities of representation creation, sharing, evaluation and discussion that it supports were then studied in three experiments, which are summarized. They show a significant positive relationship between these constructive and collaborative activities and algorithm learning, which suggests that this is a beneficial pedagogical approach for introductory courses on algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2003:GTL, author = "David Ginat", title = "The greedy trap and learning from mistakes", journal = j-SIGCSE, volume = "35", number = "1", pages = "11--15", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611920", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Educators' approach towards their students' mistakes can have significant impact on the students. This paper presents a rather less considered approach of teaching by capitalizing on mistakes. In the course of teaching our students algorithm design, we noticed the phenomenon of students' ``over-reliance'' on intuition rather than rigor. In particular, we noticed a repeated erroneous trend of turning to intuitive, but inadequate greedy algorithmic solutions. We capitalized on the student errors for influencing their attitude and beliefs regarding intuition and rigor. The paper displays the student errors and our capitalization-on-errors approach, with colorful and novel algorithmic tasks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ramakrishnan:2003:DCW, author = "Sub Ramakrishnan and Emeka Nwosu", title = "{DBMS} course: {Web} based database administration tool and class projects", journal = j-SIGCSE, volume = "35", number = "1", pages = "16--20", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611922", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we discuss a software tool we have developed for use in undergraduate DBMS courses, that provides: (i) a web-enabled database set up and administration facility for faculty use, and (ii) web-based database projects that may be assigned to students. We discuss the motivation for our work and the objectives underlying the design of the tool. The significance of our work is two-fold. First, it should help the instructor in the set up, management, and monitoring of student database accounts. Second, it provides the students with a feel for the organization and use of contemporary web-enabled database applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Urban:2003:UUC, author = "Susan D. Urban and Suzanne W. Dietrich", title = "Using {UML} class diagrams for a comparative analysis of relational, object-oriented, and object-relational database mappings", journal = j-SIGCSE, volume = "35", number = "1", pages = "21--25", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611923", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper illustrates the manner in which UML can be used to study mappings to different types of database systems. After introducing UML through a comparison to the EER model, UML diagrams are used to teach different approaches for mapping conceptual designs to the relational model. As we cover object-oriented and object-relational database systems, different features of UML are used over the same enterprise example to help students understand mapping alternatives for each model. Students are required to compare and contrast the mappings in each model as part of the learning process. For object-oriented and object-relational database systems, we address mappings to the ODMG and SQL99 standards in addition to specific commercial implementations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wagner:2003:IXD, author = "Paul J. Wagner and Thomas K. Moore", title = "Integrating {XML} into a database systems course", journal = j-SIGCSE, volume = "35", number = "1", pages = "26--30", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611924", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "eXtensible Markup Language (XML) is becoming a standard tool for data storage and transmission. Integrating XML into current database systems courses provides students with an understanding of the growing role of XML in data management and manipulation. We have successfully designed and implemented several exercises for a database systems course in the context of a real-world software project that educate students as to how XML relates to current Database Systems course topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2003:PAT, author = "Kathryn E. Sanders and Robert McCartney", title = "Program assessment tools in computer science: a report from the trenches", journal = j-SIGCSE, volume = "35", number = "1", pages = "31--35", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611926", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we investigate the question of what assessment tools are being used in practice by United States computing programs and what the faculty doing the assessment think of the tools and of the assessment process in general. We report on the results of two surveys, distributed to the SIGCSE mailing list and to the chairs of all ABET-CAC accredited computer science programs. We found that both parts of these surveys--the multiple-choice sections and the comments--provided some interesting insights into program assessment from the perspective of those responsible for collecting and using the information.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Crouch:2003:CSA, author = "Donald B. Crouch and Leslie Schwartzman", title = "Computer science accreditation: the advantages of being different", journal = j-SIGCSE, volume = "35", number = "1", pages = "36--40", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611927", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Outcome-based learning, as embraced by the CAC criteria for accrediting computing programs, requires by its very nature the active, on-going participation of faculty in the assessment process. This paper will describe a means of involving faculty at the earliest stages of development in a comprehensive assessment plan without making undue demands of their time or fostering the anxiety that oftentimes accompanies implementation of the assessment process. The proposed process takes advantage of the flexibility of the CAC criteria.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blandford:2003:FEE, author = "Dick K. Blandford and Deborah J. Hwang", title = "Five easy but effective assessment methods", journal = j-SIGCSE, volume = "35", number = "1", pages = "41--44", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611928", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Assessment of ABET/CAC accredited programs can become a burdensome task that generates lots of paper, takes hours of faculty time, and produces little in the way of meaningful results that can be used as a basis for improving a program. The result is often lack of active participation by faculty and an increase in negative attitudes that tend to further erode assessment effectiveness. This is a serious problem at small schools that cannot afford the luxury of full time assessment personnel and are totally dependent on faculty for the assessment process. This paper presents five assessment methods that require a minimum of paper-work and faculty time but are nevertheless effective in presenting an accurate assessment of a program's objectives. The five methods presented are: 1. the Assessment Day concept; 2. personal class assessment; 3. sampled student work; 4. faculty interview groups; and 5. student focus groups.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2003:IPW, author = "Elizabeth S. Adams and Orit Hazzan and Hrafn Loftsson and Alison Young", title = "International perspective of women and computer science", journal = j-SIGCSE, volume = "35", number = "1", pages = "45--46", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611897", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lawhead:2003:LJP, author = "Pam Lawhead and Michaele E. Duncan and Constance G. Bland and Michael Goldweber and Madeleine Schep and David J. Barnes", editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", title = "{Legos}, {Java}, Programming Assignments and {CS1}", journal = j-SIGCSE, volume = "35", number = "1", pages = "47--48", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/611892.611898; https://doi.org/10.1145/792548.611898", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#LawheadDBGSB03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beyer:2003:GDC, author = "Sylvia Beyer and Kristina Rynes and Julie Perrault and Kelly Hay and Susan Haller", title = "Gender differences in computer science students", journal = j-SIGCSE, volume = "35", number = "1", pages = "49--53", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611930", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We examined gender differences and differences in Computer Science (CS) majors vs. non-majors in ability in quantitative areas, educational goals and interests, experience with computers, stereotypes and knowledge about CS, confidence, personality, support and encouragement, stress and financial issues, gender discrimination, and attitudes toward the academic environment in CS. What is unique to this investigation is its multivariate nature. While others have studied these variables in isolation, our study looks at them collectively to identify important interactions among variables. This will eventually allow us to identify a profile of women who pursue careers in CS. The findings are reported in detail below. Particularly noteworthy is that men had more confidence in using computers than did women even when statistically controlling quantitative ability. In fact, female CS majors had less computer confidence than did male non-majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rowell:2003:CRG, author = "Ginger Holmes Rowell and Diane G. Perhac and Judith A. Hankins and Brenda C. Parker and Chrisila C. Pettey and Judith M. Iriarte-Gross", title = "Computer-related gender differences", journal = j-SIGCSE, volume = "35", number = "1", pages = "54--58", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611931", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer-related gender differences are examined using survey responses from 651 college students. Issues studied include gender differences regarding interest and enjoyment of both using a computer and computer programming. Interesting gender differences with implications for teaching are examined for the groups (family, teachers, friends, others) that have the most influence on students' interest in computers. Traditional areas such as confidence, career understanding and social bias are also discussed. Preliminary results for a small sample of technology majors indicate that computer majors have unique interests and attitudes compared to other science majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2003:EPG, author = "Joel C. Adams and Vimala Bauer and Shakuntala Baichoo", title = "An expanding pipeline: gender in {Mauritius}", journal = j-SIGCSE, volume = "35", number = "1", pages = "59--63", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611932", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The gender imbalance in computer science in the U.S. and other countries has attracted much attention. This paper presents --- for comparison --- the computing-related gender ratios in Mauritius, a developing country in the Indian Ocean. These ratios suggest that far from being a universal phenomenon, the gender imbalance in the U.S. is a cultural problem.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bem:2003:MSP, author = "Ewa Z. Bem and Luke Petelczyc", title = "{MiniMIPS}: a simulation project for the computer architecture laboratory", journal = j-SIGCSE, volume = "35", number = "1", pages = "64--68", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611934", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We developed the project presented in this paper for an undergraduate computer architecture course specifically aimed at non-engineering students. The project is designed to develop understanding of processor organisation at the functional unit level by building a series software execution driven simulators, from a single cycle sequential processor to a simple pipelined processor. The students are lead through the functional design process step by step, in a succession of carefully structured tasks. The project starts by building functional units of a processor. These units are then used to construct a single cycle processor, a multi cycle processor, and finally a pipelined processor with data hazard detection and forwarding. The main goal of the project is to give students a true insight into the fundamental ideas, which are the basis of the development of the modern microprocessor.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shelburne:2003:TCO, author = "Brian Shelburne", title = "Teaching computer organization using a {PDP}-8 simulator", journal = j-SIGCSE, volume = "35", number = "1", pages = "69--73", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611935", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The simple yet elegant architecture of the PDP-8 makes it an ideal candidate for study in a computer organization course. The PDP-8 provides an uncomplicated example of a von-Neumann architecture. It is easy to program in machine code or assembler. It can be used to demonstrate coding low-level I/O routines, subroutine calls, uses of indirect addressing and handling interrupts. This paper discusses how a PDP-8 simulator written by the author is used in a computer organization course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ortiz:2003:TSE, author = "Ariel Ortiz", title = "Teaching the {SIMD} execution model:: assembling a few parallel programming skills", journal = j-SIGCSE, volume = "35", number = "1", pages = "74--78", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611936", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper gives an overview of what the SIMD (single-instruction/multiple-data) parallel execution model is, and provides an approach for presenting it to undergraduate students. We specifically propose a few assembly language idioms and programming projects which we have successfully used in the past to teach this non-trivial topic.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Olsson:2003:RRO, author = "B. Olsson and M. Berndtsson and B. Lundell and J. Hansson", title = "Running research-oriented final year projects for {CS} and {IS} students", journal = j-SIGCSE, volume = "35", number = "1", pages = "79--83", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611938", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we discuss the difficulties of designing and running a final year project course for computer science and information systems students. In particular, we present the design of a research-oriented final year project course, where the aim is to develop the student's critical thinking and research skills. We also discuss the lessons learnt during the seven years that the course has been given.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huang:2003:GGI, author = "Timothy Huang", title = "The game of go: an ideal environment for capstone and undergraduate research projects", journal = j-SIGCSE, volume = "35", number = "1", pages = "84--88", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611939", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we discuss how Go, a strategy game widely played in Asia and other parts of the world, provides a rich, challenging environment for capstone and undergraduate research projects. We first describe the game itself and the characteristics that make it appropriate for more advanced undergraduate projects. We then discuss several projects that our students have pursued over the last three years, and we share observations that may be helpful to other computer science educators.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Allen:2003:PPC, author = "Eric Allen and Robert Cartwright and Charles Reis", title = "Production programming in the classroom", journal = j-SIGCSE, volume = "35", number = "1", pages = "89--93", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611940", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students in programming courses generally write ``toy'' programs that are superficially tested, graded, and then discarded. This approach to teaching programming leaves students unprepared for production programming because the gap between writing toy programs and developing reliable software products is enormous. This paper describes how production programming can be effectively taught to undergraduate students in the classroom. The key to teaching such a course is using Extreme Programming methodology to develop a sustainable open source project with real customers, including the students themselves. Extreme Programming and open source project management are facilitated by a growing collection of free tools such as the JUnit testing framework, the Ant scripting tool, and the SourceForge website for managing open source projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Heines:2003:PDM, author = "Jesse Heines and Katy B{\"o}rner and Melody Y. Ivory and Edward F. Gehringer", title = "Panel on the development, maintenance, and use of course {Web} sites", journal = j-SIGCSE, volume = "35", number = "1", pages = "94--95", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611899", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Course Web sites are fast becoming standard features of college courses. Some students expect all their courses to have such sites, just like they expect them to have syllabi. Course Web sites help professors communicate with students and students communicate with each other. They might summarize lectures, present assignments, serve as repositories of examples developed by students as well as the professor, and provide links to additional related information on the Web. This panel will discuss various aspects of course Web sites, focusing on their development, maintenance, and use. We will share experiences by presenting examples, highlighting successes and failures, and describing our hopes and concerns for the future. The panel will welcome comments from those in the audience with similar and even contradictory experiences. Our intention is to broaden participants' thinking on the implementation and use of course Web sites and spawn insights that might lead to more effective use of this important course component.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garcia:2003:EYA, author = "Daniel D. Garcia and David Ginat and Peter Henderson", title = "Everything you always wanted to know about game theory: but were afraid to ask", journal = j-SIGCSE, volume = "35", number = "1", pages = "96--97", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611900", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2003:LC, author = "Andrea Beth Campbell and Roy P. Pargas", title = "Laptops in the classroom", journal = j-SIGCSE, volume = "35", number = "1", pages = "98--102", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611942", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper focuses on a rapidly growing population on many college and university campuses today: students equipped with laptop computers capable of wireless connection to the Internet. More and more departments are requiring that students enrolling in certain courses bring laptop computers to class. The course instructor is sometimes overwhelmed by the prospect, asking ``How should I change my lesson plan in order to integrate the laptop in my daily lecture?'' This paper first describes the effort to bring the laptop to campus at a number of colleges and universities around the country. It then offers concrete suggestions based on the experiences of several professors who either have taught, or are now teaching, laptop-required courses. The paper concludes with a summary and a look toward the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reges:2003:UUT, author = "Stuart Reges", title = "Using undergraduates as teaching assistants at a state university", journal = j-SIGCSE, volume = "35", number = "1", pages = "103--107", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611943", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a program that uses undergraduates as teaching assistants to staff large computer science classes, particularly at the introductory level. Creating such a program at a state school presented special challenges, but the program has become a mainstay for the department's undergraduate program. The program has been so successful that we have expanded it to cover some sophomore and junior level courses, including a discrete mathematics course. Among the benefits of the program are reduced overall cost, improved quality of instruction, the formation of an undergraduate community and the practical experience that the undergraduate teaching assistants themselves gain.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2003:FTC, author = "J. McGrath Cohoon and Rebecca Shwalb and Lih-Yuan Chen", title = "Faculty turnover in {CS} departments", journal = j-SIGCSE, volume = "35", number = "1", pages = "108--112", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611944", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The rapid growth of computer science in both academia and industry creates a special problem with faculty turnover. This paper examines data from a national study of computer science departments to describe the circumstances surrounding faculty turnover in computer science and identify the major factors related to faculty departure. It concludes with suggested approaches for addressing the situation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cigas:2003:ICN, author = "John Cigas", title = "An introductory course in network administration", journal = j-SIGCSE, volume = "35", number = "1", pages = "113--116", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611946", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a sophomore/junior-level laboratory course on network administration. The course aims to introduce networking concepts while emphasizing observation and measurement of network traffic. It utilizes an isolated laboratory of PCs running Linux along with numerous hubs, switches, and routers that can be rewired into multiple configurations. Being isolated from the campus network allows students complete administrative access without compromising campus security. Groups of students assemble their own LAN, attach it to the lab's ``internet'' backbone via a router, and then provide numerous common services like HTTP, DNS, and remote access to the rest of the lab. Once the room has a functioning internet, students examine various issues like encryption with TLS and ssh, as well as caching and load issues in retrieving different types of data from a web server. This paper covers the goals of the course, the laboratory setup, the exercises used in the course, and our experiences teaching the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cameron:2003:ESH, author = "Brian H. Cameron and Kay Wijekumar", title = "The effectiveness of simulation in a hybrid and on-line networking course", journal = j-SIGCSE, volume = "35", number = "1", pages = "117--119", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611947", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Simulations are an important part of many traditional classes in Computer Networking. As web-based learning environments grow in popularity the need for simulations has become pronounced. This paper reports on a study to compare the performance of students enrolled in two web-based learning environments, one with a simulation package and the second with graphics and text only. Analysis shows statistically significant improvements in performance in the simulation group compared to the other group.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jipping:2003:UJT, author = "Michael J. Jipping and Agata Bugaj and Liliyana Mihalkova and Donald E. Porter", editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", title = "Using {Java} to Teach Networking Concepts With a Programmable Network Sniffer", journal = j-SIGCSE, volume = "35", number = "1", pages = "120--124", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611948; https://doi.org/10.1145/611892.611948", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#JippingBMP03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "A crucial part of the Networking course is the examination of and experimentation with network traffic data. Most standalone network traffic sniffers are quite expensive and those freely available on general purpose platforms (e.g., Linux or Windows) are quite cryptic. Because of this, we have developed NetSpy: a Java-based network sniffer that allows plug-in Java modules to analyze network data. These modules are written by students as part of their experimentation with traffic data. This paper describes the NetSpy system and the way we use this in Networking class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barnes:2003:THC, author = "Julie Barnes and Rob Bryant and Daniel D. McCracken and Susan Reiser", title = "Teaching human-computer interaction: reports from the trenches", journal = j-SIGCSE, volume = "35", number = "1", pages = "125--126", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611901", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most schools introduce HCI into the CS curriculum through a bootstrapping process. There are many excellent HCI programs at universities around the world, and some new faculty with HCI graduate degrees are starting to appear. But the extreme shortage of faculty forces most schools now starting to teach HCI to use the time-honored method of learning a subject by teaching it. Consensus: Insert HCI into any opening you can find. Learn more about the subject yourself. Let colleagues get comfortable with the idea. A required course in HCI may be some years off, or maybe you will never do exactly that, but you will have laid the foundation for getting HCI into your curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Waite:2003:CC, author = "William M. Waite and Michele H. Jackson and Amer Diwan", title = "The conversational classroom", journal = j-SIGCSE, volume = "35", number = "1", pages = "127--131", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611950", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Concepts taught in large, lower-division computer science courses are carefully explained in standard textbooks. Thus we hypothesized that the classroom experience should not consist primarily of a restatement of those explanations by the professor. Instead, it should provide an opportunity for the students to learn through a process of conversation among themselves and with the professor. We were able to establish such a process in a sophomore-level course with an enrollment of 116 students. This change led to a doubling of the percentage of A and A- grades compared to historical values.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clancy:2003:NRS, author = "Michael Clancy and Nate Titterton and Clint Ryan and Jim Slotta and Marcia Linn", title = "New roles for students, instructors, and computers in a lab-based introductory programming course", journal = j-SIGCSE, volume = "35", number = "1", pages = "132--136", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611951", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our efforts to develop a new lab-based course format for computer science instruction. Building on learning science research, we created a flexible new technology platform to support students and their instructor as they participated in this new form of instruction. Students work collaboratively on Web-based activities while the instructor interacts with students in a tutorial role. The paper describes our system in detail, outlines the organization of the course that used it, and reviews and evaluates the pilot results. We then discuss the implications for computer science instruction and research in higher education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Woit:2003:EOA, author = "Denise Woit and David Mason", title = "Effectiveness of online assessment", journal = j-SIGCSE, volume = "35", number = "1", pages = "137--141", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611952", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For five academic years we have engaged in an on-going study of the effectiveness of online assessment of student programming abilities for introductory programming courses in Computer Science. Our results show that online evaluation can be implemented securely, efficiently, and can result in increased student motivation and programming efficacy; however, unless online components are integrated throughout the course evaluations, student competence will be underestimated. Our data reveals disadvantages of online evaluations, but also shows that both students and faculty benefit when online evaluations are implemented appropriately.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Prey:2003:TAN, author = "Jane Prey and Ernest McDuffie and Harriet Taylor", title = "Taking advantage of national science foundation funding opportunities", journal = j-SIGCSE, volume = "35", number = "1", pages = "142--142", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611902", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session will highlight NSF EHR Division of Undergraduate Education and CISE Division of Experimental and Integrative Activities programs of interest to college faculty, discussing the requirements and guidelines. It will include a discussion of the characteristics of a competitive proposal and the proposal process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2003:IPC, author = "Raymond Lister and John Leaney", title = "Introductory programming, criterion-referencing, and bloom", journal = j-SIGCSE, volume = "35", number = "1", pages = "143--147", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611954", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the traditional norm-referencing approach to grading, all students in a CS1 class attempt the same programming tasks, and those attempts are graded ``to a curve''. The danger is that such tasks are aimed at a hypothetical average student. Weaker students can do little of these tasks, and learn little. Meanwhile, these tasks do not stretch the stronger students, so they too are denied an opportunity to learn. Our solution is two-fold. First, we use a criterion-referenced approach, where fundamentally different tasks are set, according to the ability of the students. Second, the differences in the nature of the tasks reflect the differing levels of Bloom's taxonomy. Weaker CS1 students are simply required to demonstrate knowledge and comprehension; the ability to read and understand programs. Middling students attempt traditional tasks, while the stronger students are set open-ended tasks at the synthesis and evaluation levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lane:2003:CPP, author = "H. Chad Lane and Kurt VanLehn", title = "Coached program planning: dialogue-based support for novice program design", journal = j-SIGCSE, volume = "35", number = "1", pages = "148--152", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611955", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Coached program planning is a dialogue-based style of tutoring aimed at helping novices during the early stages of program writing. The intent is to help novices understand and solve problems in their own words through the construction of natural-language style pseudocode as the first step in solving a programming problem. We have designed an environment supporting coached program planning and have used it in a human-to-human, computer-mediated evaluation of 16 novice programmers enrolled in a pre-CS1 programming course at the University of Pittsburgh. The results show that students who underwent coached program planning, compared to those who did not, were more prolific with comments in their programs, committed fewer structural mistakes, and exhibited less erratic programming behavior during their implementation. The dialogues collected from this experiment followed a clear 4-step pattern. Starting with this observation, we are developing a dialogue-based intelligent tutoring system called the Pseudocode Tutor to support coached program planning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hristova:2003:ICJ, author = "Maria Hristova and Ananya Misra and Megan Rutter and Rebecca Mercuri", editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", title = "Identifying and Correcting {Java} Programming Errors for Introductory Computer Science Students", journal = j-SIGCSE, volume = "35", number = "1", pages = "153--156", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611956; https://doi.org/10.1145/611892.611956", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#HristovaMRM03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Programming in Java can be a daunting task for introductory students, one that is only compounded by the cryptic compiler error messages they see when they first start to write actual code. This article details a project conducted by faculty and advanced students in the creation of an educational tool for Java programming, called Expresso. This paper discusses some existing programming tools, explains their drawbacks, and describes why Expresso is different. We also include a detailed list of typical errors made by novice programmers, used in the construction of the Expresso tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grinder:2003:PEE, author = "Michael T. Grinder", title = "A preliminary empirical evaluation of the effectiveness of a finite state automaton animator", journal = j-SIGCSE, volume = "35", number = "1", pages = "157--161", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611958", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The FSA Simulator is a Java program created to allow computer science students to work and experiment with finite state automata (FSAs). One of its unique features is the ability to compare the languages of two FSAs. This FSA comparison feature lets the software give students feedback about the accuracy of their work as they do exercises, guiding them toward a correct solution. This paper discusses some preliminary experiments performed to determine the effect of this feedback mechanism on students' learning. Two experimental labs were conducted, the results of which suggest that this feature improved students' success rate when doing exercises, but did not appear to significantly improve the students' performance when the comparison feature was not available.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Akingbade:2003:JEW, author = "Ayonike Akingbade and Thomas Finley and Diana Jackson and Pretesh Patel and Susan H. Rodger", title = "{JAWAA}: easy {Web}-based animation from {CS 0} to advanced {CS} courses", journal = j-SIGCSE, volume = "35", number = "1", pages = "162--166", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611959", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present JAWAA 2.0, a scripting language for creating animations easily over the web. JAWAA includes primitives, easy creation of data structures and operations on these structures, and an editor for easy creation of complex objects. We show how to use JAWAA in a range of computer science courses including CS 0, CS 1, CS 2 and advanced courses. Instructors can quickly build animations for demos in lecture, and students can enhance their programming projects with an animation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lucas:2003:VGC, author = "Jeff Lucas and Thomas L. Naps and Guido R{\"o}{\ss}ling", title = "{VisualGraph}: a graph class designed for both undergraduate students and educators", journal = j-SIGCSE, volume = "35", number = "1", pages = "167--171", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611960", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Graphs and graph algorithms play an important role in undergraduate data structures and algorithms courses. However, they often also represent the first case where both the correctness and the underlying concepts of the algorithms are not evident. Both students and educators can therefore benefit from a simple yet expressive tool for coding graph algorithms and then conveniently visualizing them. We present such a tool, derived from a set of instructional requirements, and give an example application.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Phillips:2003:ESV, author = "Andrew T. Phillips and Jack S. E. Tan", title = "Exploring security vulnerabilities by exploiting buffer overflow using the {MIPS ISA}", journal = j-SIGCSE, volume = "35", number = "1", pages = "172--176", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611962", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "By exploiting a well known security vulnerability in many C library implementations, it is possible for an unprivileged user to gain unrestricted system privileges. With an understanding of how the process execution stack is allocated and managed during process execution, a user can override the return address of a C library routine and thereby resume execution at a different address where a set of malicious functions can be invoked [1]. This is known as the buffer overflow exploit. With buffer overflow as the underlying theme, an example will be described using C and the MIPS assembly language that simultaneously exposes students to issues in computer security, operating systems concepts such as memory management and function invocation/return, and the MIPS instruction set architecture.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2003:URL, author = "Steven Robbins", title = "Using remote logging for teaching concurrency", journal = j-SIGCSE, volume = "35", number = "1", pages = "177--181", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611963", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students often have difficulty visualizing, understanding and debugging concurrent programs. Programming assignments involving concurrency are also difficult to grade. The output alone is not sufficient because the print statements from cooperating threads or processes can interfere with each other and garble the results. The remote logging tool described here allows multiple processes or threads to atomically log messages to a local or remote host. Different views of the messages are available in real time through a graphical user interface (GUI). The tool consists of two parts, a library for adding logging commands to a user program and a GUI for presenting different views of the logged messages. A separate logging library is needed for each programming language (e.g., C, C++, Java), but a single GUI works with all of these. A C logging library and a general GUI are available on the web.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hill:2003:PGA, author = "John M. D. Hill and Clark K. Ray and Jean R. S. Blair and Curtis A. {Carver, Jr.}", title = "Puzzles and games: addressing different learning styles in teaching operating systems concepts", journal = j-SIGCSE, volume = "35", number = "1", pages = "182--186", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611964", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Because students have different learning styles, it's important to incorporate multiple teaching techniques into the classroom experience. One such technique is the use of puzzles and games in the classroom to reinforce the learning objectives. Many topics in Computer Science are well suited for coverage in such a game. Several in-class puzzles and games have been used in the Computer Science program at this institution in recent years. In basic and advanced courses, simple crossword puzzles reinforce terminology and Jeopardy! \reg{}-style games help students master material with short answers. In the most recent iteration of the Operating Systems course, a BattleThreads game and a Process State Transition game helped students appreciate different approaches to process and thread management. The latter two games have been assessed for their effectiveness, providing several insights into what makes a good in-class game for teaching operating systems concepts, and how the existing games can be improved.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DeLoatch:2003:SDC, author = "Sandra DeLoatch and Henry Walker and Frank H. Young", title = "On serving as department chair: suggestions from veterans", journal = j-SIGCSE, volume = "35", number = "1", pages = "187--188", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611903", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Each year a small group of computer science educators are selected to become chairs of their departments. This experience is often referred to as ``losing the lottery.'' The panelists have a different view. We believe that department chairs make important contributions to the success of their departments. Department chairs help new faculty develop as educators and professionals. Department chairs help to create an environment where students and faculty can enjoy their work and be productive. Department chairs can facilitate curriculum development and change, thereby helping keep the department's offerings current. The panelists have experience in a variety of educational environments. All have served as department heads. All have had to deal with the normal problems that department heads deal with --- recruiting new faculty, obtaining funds for equipment, getting adequate funds for faculty salaries, acquiring technical support personnel, dealing with rapid increases in the number of majors, arranging teaching schedules, assisting with grant proposals, etc. Most department chairs have little or no guidance as they begin their tenure. This panel is an attempt to alleviate this problem. The panelists believe that their experiences can help new department chairs adjust to the multiple and sometimes conflicting demands of their new job.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marion:2003:HDR, author = "William Marion and Adrienne Bloss and Kris Powers and Doug Baldwin", title = "How departments are responding to the mathematics recommendations in {CC2001}", journal = j-SIGCSE, volume = "35", number = "1", pages = "189--190", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611904", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cooper:2003:TOF, author = "Stephen Cooper and Wanda Dann and Randy Pausch", title = "Teaching objects-first in introductory computer science", journal = j-SIGCSE, volume = "35", number = "1", pages = "191--195", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611966", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An objects-first strategy for teaching introductory computer science courses is receiving increased attention from CS educators. In this paper, we discuss the challenge of the objects-first strategy and present a new approach that attempts to meet this challenge. The new approach is centered on the visualization of objects and their behaviors using a $3$D animation environment. Statistical data as well as informal observations are summarized to show evidence of student performance as a result of this approach. A comparison is made of the pedagogical aspects of this new approach with that of other relevant work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Herrmann:2003:RIC, author = "Nira Herrmann and Jeffrey L. Popyack and Bruce Char and Paul Zoski and Christopher D. Cera and Robert N. Lass and Aparna Nanjappa", title = "Redesigning introductory computer programming using multi-level online modules for a mixed audience", journal = j-SIGCSE, volume = "35", number = "1", pages = "196--200", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611967", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report here on an extensive redesign and unification of the Introductory Computer Programming sequences offered to computer science, computer engineering, information science and digital media majors. The redesign is intended to improve student learning while reducing costs. The approach makes use of substantial Web-based course material and course management tools, including multi-level online modules that individualize instruction and enable students to self-schedule learning each week. Each module covers a particular aspect of computer programming at different levels of knowledge. Students are assigned work and reading from the module at a level appropriate to the objectives of the long-term goals of their major. This allows students in different majors to acquire the appropriate skill level for each technique and concept. Peer mentors and teaching assistants provide assistance online or in person. In the future, we plan to expand the self-scheduling aspect of the course to allow students to enter the course at different modules, depending on their previous knowledge.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2003:JTI, author = "Dean Sanders and Brian Dorn", title = "{Jeroo}: a tool for introducing object-oriented programming", journal = j-SIGCSE, volume = "35", number = "1", pages = "201--204", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611968", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Jeroo is a tool that has been developed to help students in beginning programming courses learn the semantics of fundamental control structures, learn the basic notions of using objects to solve problems, and learn to write methods that support a functional decomposition of the task. Jeroo is similar to Karel the Robot and its descendants, but has a narrower scope than Karel's descendants and has a syntax that provides a smoother transition to either Java or C++. Jeroo has been class tested at Northwest Missouri State University, and has proven to be an effective tool for working with students in a beginning programming class. Jeroo and user documentation are available at http://www.nwmissouri.edu/~sanders/Jeroo/Jeroo.html.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burger:2003:TTD, author = "Kevin R. Burger", title = "Teaching Two-Dimensional Array Concepts in {Java} With Image Processing Examples", journal = j-SIGCSE, volume = "35", number = "1", pages = "205--209", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611970; https://doi.org/10.1145/611892.611970", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#Burger03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Two-dimensional arrays (2d-arrays) are fundamental data structures in many software programs and must be mastered by beginning programming students. Teachers of introductory programming are challenged to devise new and interesting exercises for teaching 2d-array concepts. We believe image processing (IP) examples can provide stimulating, challenging, and fun exercises for students. We describe briefly the new Java2 Image I/O API and show how it can be used to read and write images in GIF, JPEG, and PNG formats. We also provide Java code for an Image class that hides the complexity of this API from the student. We conclude with several sample student exercises that can be used to teach 2d-array programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tenenberg:2003:FAT, author = "Josh Tenenberg", title = "A framework approach to teaching data structures", journal = j-SIGCSE, volume = "35", number = "1", pages = "210--214", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611971", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper advocates the incorporation of object oriented framework libraries such as the Standard Template Library (STL) into the first data structures course at the university level. This represents a shift from learning the details of each data structure to an increased emphasis on the use, integration, and extension of these existing frameworks, as well as on the learning of higher-order design and engineering skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2003:LII, author = "Alistair E. R. Campbell and Geoffrey L. Catto and Eric E. Hansen", title = "Language-independent interactive data visualization", journal = j-SIGCSE, volume = "35", number = "1", pages = "215--219", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611972", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We introduce the Language-Independent Visualization Environment (LIVE) as a system for the visualization and manipulation of data structures and the computer programs that create and operate on them. LIVE interprets arbitrary programs containing arbitrary data structure definitions, showing diagrammatically the data that the process generates. It is language-independent in that a single program can be visualized in the syntax of multiple languages. LIVE is interactive in that not only does it show the effects of statements immediately as they occur at runtime, but it also generates new program source code automatically when the user manipulates the data on the screen. We anticipate that this tool will be most useful in a pedagogical setting such as a CS2 or data structures course, particularly with the introduction of pointers and linked structures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Baldwin:2003:CTA, author = "Doug Baldwin", title = "A compiler for teaching about compilers", journal = j-SIGCSE, volume = "35", number = "1", pages = "220--223", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611974", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Projects in which students write a small compiler are common in compiler design courses, but even a small compiler can be daunting to students with no prior compiler-writing experience. When I recently taught compiler design, I developed a very small language with a highly modular compiler, focusing the project on implementing the core parts of a compiler without requiring students to build all the infrastructure from scratch. This paper describes the language and its compiler, and their successes (and occasional limitations) for teaching compiler design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wagner:2003:USD, author = "Paul J. Wagner and Elizabeth Shoop and John V. Carlis", title = "Using scientific data to teach a database systems course", journal = j-SIGCSE, volume = "35", number = "1", pages = "224--228", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611975", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Database systems instructors face an ongoing challenge to develop meaningful assignments for their courses. We have found that instructors can successfully use large scientific datasets in teaching a database systems course to better prepare students for real-world database systems work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2003:MWS, author = "Arthur H. Lee", title = "A manageable {Web} software architecture: searching for simplicity", journal = j-SIGCSE, volume = "35", number = "1", pages = "229--233", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611976", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Instruction on web programming at an advanced level in computer science has been in high demand in recent years. The topics and technologies in this area are so vast and diverse that designing and teaching a course requires vast knowledge and the ability to select coherent topics and technologies that can be presented in a semester. The students should learn enough of the underlying fundamental concepts along with the selected technologies so that they can practise in the real world setting while being able to adapt and expand beyond what was taught in class. Very few courses of this kind if any have been taught. We describe such a course, called Web Software Architecture, that we created and have taught successfully last Spring. It is a junior/senior level computer science elective course that uses Java, Servlets, JavaServer Pages, HTML, JavaScript, JDBC, and the Apache-Tomcat web server as key technologies. Our experience supports the assertion that such a web programming course has a legitimate place in a computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huggins:2003:SGT, author = "James Huggins and Joseph Bergin and James Caristi and Ellen Walker", title = "Survivor: getting through that class the first time", journal = j-SIGCSE, volume = "35", number = "1", pages = "234--235", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611905", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2003:MEC, author = "Peter B. Henderson and William Barker and Susanna Epp and William Marion", title = "Math educators, computer science educators: working together", journal = j-SIGCSE, volume = "35", number = "1", pages = "236--237", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611906", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Phillips:2003:ICB, author = "Andrew T. Phillips and Daniel E. Stevenson and Michael R. Wick", title = "Implementing {CC2001}: a breadth-first introductory course for a just-in-time curriculum design", journal = j-SIGCSE, volume = "35", number = "1", pages = "238--242", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611978", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A first course in computer science that loosely follows the Computing Curricula 2001 report is described. This course blends theory and practice, highlights algorithm design, introduces a modest amount of imperative programming, and uses an Internet algorithmics theme to tie the topics together and keep the course both challenging and interesting to those with and without previous computing experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Powers:2003:BRI, author = "Kris D. Powers", title = "Breadth-also: a rationale and implementation", journal = j-SIGCSE, volume = "35", number = "1", pages = "243--247", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611979", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the fall of 2002 our institution will begin teaching a new computer science curriculum based on the guidelines set forth in Computing Curricula 2001. Of particular interest in this new curriculum is our ``breadth-also'' approach to a lower-level core. In general, a breadth-also model incorporates topics from across the discipline of computer science into an expanded, programming-first introductory sequence. In this paper we present our specific implementation of this model, and argue its potential to significantly improve learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shannon:2003:ABF, author = "Christine Shannon", title = "Another breadth-first approach to {CS I} using {Python}", journal = j-SIGCSE, volume = "35", number = "1", pages = "248--251", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611980", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In an effort to serve the needs of both majors and non-majors, the Computer Science Department at Centre College has restructured the CS I course so that it uses the language Python, devotes more attention to the Internet and the World Wide Web, addresses ethical and societal issues, and introduces students to programmable robots and an SQL database. This diverse course has been attractive to the students while still maintaining a strong emphasis on programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mateti:2003:LBC, author = "Prabhaker Mateti", title = "A laboratory-based course on {Internet} security", journal = j-SIGCSE, volume = "35", number = "1", pages = "252--256", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611982", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We developed a laboratory-based course on Internet Security. The course is aimed at the senior undergraduate. This paper discusses the course and explains how others can set up their own labs to teach this course. All the laboratory work is conducted in a laboratory of PCs running Linux. We developed lecture notes for the course, and a web site to widely disseminate these materials.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chandra:2003:BPP, author = "Surendar Chandra", title = "{Beacond}: a peer-to-peer system to teach ubiquitous computing", journal = j-SIGCSE, volume = "35", number = "1", pages = "257--261", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611983", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a peer-to-peer (p2p) system ({\tt beacond}) that is suitable for teaching important concepts in ubiquitous computing. The system exposes issues in peer location, p2p services, security and privacy issues. The system provided enough background to compliment class lectures and assisted students in designing their own course projects. Students continue to explore ideas exposed by {\tt beacond}; some of these ideas are being further developed for publication in research conferences[1]. We present our experiences in using this framework for three different course offerings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Steenkiste:2003:NPC, author = "Peter Steenkiste", title = "A network project course based on network processors", journal = j-SIGCSE, volume = "35", number = "1", pages = "262--266", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611984", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A difficult problem in networking courses is to find hands-on projects that have the right balance between the level of realism and complexity. This is especially true for projects that focus on the internal functionality of routers and other network devices. We developed a capstone course called ``Network Design and Evaluation'' that uses a network processor-based platform for networking projects. This platform is more realistic than traditional approaches based on software emulation environments or PC-based routers running Unix, but it is significantly less complex to work with than real commercial routers or even PC-based routers. We are currently teaching this course for the third year, and our experience has been extremely positive. Students enjoy the realism of the platform and not only learn a lot about the internal operation of the network, but also about network configuration and management.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fitzgerald:2003:FPI, author = "Sue Fitzgerald and G. Michael Schneider and Robert M. Aiken and Barry Fagin", title = "The {Fulbright Program}: international teaching and curriculum development experiences", journal = j-SIGCSE, volume = "35", number = "1", pages = "267--268", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611907", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{VanRoy:2003:RLP, author = "Peter {Van Roy} and Joe Armstrong and Matthew Flatt and Boris Magnusson", title = "The role of language paradigms in teaching programming", journal = j-SIGCSE, volume = "35", number = "1", pages = "269--270", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611908", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The purpose of this panel is to confront the wide variety of opinions on the role of language paradigms in teaching programming. We have selected four divergent opinions: Armstrong says that concurrent programming is considered difficult because it is taught in the wrong paradigm, namely imperative or object-oriented programming. Instead, concurrency should be taught using a paradigm that makes it simple. Flatt says that everyone should be taught how to program, not just computer science majors. Further, programming should be taught as an extension of what students already know, which is algebra. More important than a particular paradigm, however, is teaching students a design process. Magnusson says that object-oriented programming must be the first and principal paradigm, because it is best for teaching how to analyze problems and structure solutions. Other paradigms can be taught after students have a solid understanding of OO. Van Roy says that programming should be taught in terms of concepts, not paradigms. Common paradigms (functional, OO, etc.) then appear naturally, depending on the concepts used. .The panel will confront these opinions to enrich our understanding of how to teach programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Drysdale:2003:JMJ, author = "Scot Drysdale and Judith Hromcik and Mark Allen Weiss and Reg Hahne", editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", title = "{Java} in the Morning\ldots{} {Java} in the Evening\ldots{} {Java} in 2004", journal = j-SIGCSE, volume = "35", number = "1", pages = "271--272", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611909; https://doi.org/10.1145/611892.611909", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#DrysdaleHWH03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "With the Java language replacing C++ on the 2004 AP CS Exam, teachers need to be informed about the changes that must be implemented to support an OO approach to programming. This special session will include a retrospective look at the motivation behind the change to an object-oriented language, the process undertaken to select a testable language subset, the need to continue the development and classroom implementation of a Case Study, and a look at how the shift from an object-based approach to programming in C++ to an OO approach in Java leads to curriculum modification. The AP CS Development Committee's charge is to not only provide a comprehensive testing mechanism, but also advise, through various publications, a direction that high school teachers should take in preparing a foundation for more advanced student studies during college. This special session will bring together two college and two high school members of the AP CS Development Committee to share some of their insights into how the experts do it. Time will be provided to discuss participant's questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2003:OCD, author = "Joel Adams and Jeremy Frens", title = "Object Centered Design for {Java}: Teaching {OOD} in {CS-1}", journal = j-SIGCSE, volume = "35", number = "1", pages = "273--277", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611986; https://doi.org/10.1145/611892.611986", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "Object-centered design (OCD) is a methodology developed to help novice C++ programmers learn to design software. By adapting OCD for use with Java, we can reduce the number of phases in OCD from five to three, and introduce object-oriented design (OOD) in CS-1 instead of CS-2.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevenson:2003:IOE, author = "Daniel E. Stevenson and Andrew T. Phillips", editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", title = "Implementing Object Equivalence in {Java} Using the Template Method Design Pattern", journal = j-SIGCSE, volume = "35", number = "1", pages = "278--282", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611987; https://doi.org/10.1145/611892.611987", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#StevensonP03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "A standard practice in object-oriented programming is to implement an operation, called equals in Java, for testing the equality of two objects. The equals method should be defined for every new Java class, but because of the intricacies of inheritance, casting, and dynamic typing, equals is often quite difficult to write correctly. And unfortunately many textbooks present flawed implementations of this operation. In this paper, we present a semantically correct technique for testing object equivalence, a technique that simultaneously brings together important mathematical foundations (equivalence relations), practical programming issues (inheritance, casting, dynamic typing), and sound software design (design patterns) in a natural and compelling way. While Java is used to demonstrate how the semantic flaws are corrected and the design improved using our techniques, the design is general enough that it will be clear how the same ideas could easily be extended to other languages such as C++.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2003:OOR, author = "Michael R. Wick", editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", title = "An Object-Oriented Refactoring of {Huffman} Encoding using the {Java} Collections Framework", journal = j-SIGCSE, volume = "35", number = "1", pages = "283--287", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611988; https://doi.org/10.1145/611892.611988", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html#Wick03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Computer science has a relatively stable collection of time-tested pedagogical programming examples. With the infusion of object-oriented concepts into the core computer science curriculum, many of these examples are being replaced with newer examples that are more focused on demonstrating the particular object-oriented features of interest. But classic computer science examples can be refactored to include the important object-oriented topics as well, all the while maintaining the time-tested pedagogical benefits of the original example. This paper presents a case study of this refactoring by demonstrating how the classic Huffman encoding example can be modeled to integrate important object-oriented concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Giguette:2003:PGG, author = "Ray Giguette", title = "Pre-games: games designed to introduce {CS1} and {CS2} programming assignments", journal = j-SIGCSE, volume = "35", number = "1", pages = "288--292", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611990", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many CS1 and CS2 instructors have been using game-like assignments and manipulatives to increase student understanding of abstract concepts. A related approach described in this paper requires students to play a game-like version of each assignment (referred to as the ``pre-game'') before designing and coding their own programs. Students complete a prototype of the pre-game that uses simpler I/O but otherwise follows the same specification. By playing the pre-game, students become familiar with lesson principles using a concrete example that combines the advantages of both game-play and manipulatives. Ideally, the pre-game creates an environment that both encourages experimentation, and allows students to use their intuition when designing algorithms and data structures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bouvier:2003:PSL, author = "Dennis J. Bouvier", title = "Pilot study: living flowcharts in an introduction to programming course", journal = j-SIGCSE, volume = "35", number = "1", pages = "293--295", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611991", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Previous Computer Science Education research incorporating Common Learning Experiences (CLEs) into freshman level breadth-first Computer Science course inspired the author to undertake similar work for a depth-first course. This paper presents a set of CLEs developed for this purpose, namely the 'Living Flowcharts CLEs', along with a discussion of the pilot study and the preliminary results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pollard:2003:HLC, author = "Shannon Pollard and Jeffrey Forbes", title = "Hands-on labs without computers", journal = j-SIGCSE, volume = "35", number = "1", pages = "296--300", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611992", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Often in teaching an introductory computer science course for non-majors, a primary focus on building programming skills is neither practical nor effective. Many instructors choose a breadth-first approach focusing on building problem solving skills and surveying computer science. This paper argues that conducting hands-on labs where students work together to physically implement algorithms is an effective supplement for programming labs on the computer. We present lab examples and summarize our experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2003:RNM, author = "Lillian N. Cassel and John Impagliazzo and Ann Lally and Edward A. Fox and Manuel A. P{\'e}rez-Qui{\~n}ones and Jane Prey", title = "Report on the {NSF} major educational funding initiative for a National Science, Technology, Engineering, and Mathematics Education Digital Library {(NSDL)} with special emphasis on the Computing Education component", journal = j-SIGCSE, volume = "35", number = "1", pages = "301--302", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611910", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The NSDL consists of collections of materials accessible online, as well as many tools and services intended to enhance learning. Tools and services will support students and as well as faculty. This session will provide a status report on the state of the NSDL, its content, tools, and services. The session includes specific presentations of several services included in the NSDL. Session attendees discuss current and proposed initiatives, and offer suggestions about needs of highest priority.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2003:TCS, author = "Vicki L. Almstrum and David Ginat and Orit Hazzan and John M. Clement", title = "Transfer to\slash from computing science education: the case of science education research", journal = j-SIGCSE, volume = "35", number = "1", pages = "303--304", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611911", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "During the ITiCSE 2002 conference in {\AA}rhus, Denmark, a panel presentation on the topic of import to and export from Computing Science Education and other fields focused on the case of Mathematics Education Research. The outcome was very successful, with the panelists' presentations giving rise to active audience participation. Continuing with the theme from the earlier panel, this proposal suggests a similar format with the expanded theme of transfer into Computing Science Education from Science Education Research. This panel will look at how research theories developed in the context of various areas of science education can be applied to Computing Science Education as well as ways in which computing science educational theories may be used in those areas. Because Computing Science Education is a young discipline, it is still in search of its research framework [2]. In formulating such a framework, it can be practical and productive to adapt approaches from research in other disciplines, both educational and related areas. At the same time, the younger discipline can offer innovative new approaches to the older discipline. The panelists will examine possibilities and difficulties in some import and export attempts between several areas of Science Education Research and Computing Science Education. For this context, science is considered to include mathematics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tucker:2003:TKC, author = "Allen Tucker and Fadi Deek and Jill Jones and Dennis McCowan and Chris Stephenson and Anita Verno", title = "Toward a {K}-12 computer science curriculum", journal = j-SIGCSE, volume = "35", number = "1", pages = "305--306", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611912", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This special session will report on the work of the ACM K-12 Computer Science Curriculum Committee, whose charge is to design a model curriculum for K-12 computer science that can be widely implemented. It will also gather feedback from attendees on the content and direction of that work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fagin:2003:MER, author = "Barry Fagin and Laurence Merkle", title = "Measuring the effectiveness of robots in teaching computer science", journal = j-SIGCSE, volume = "35", number = "1", pages = "307--311", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611994", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report the results of a year-long experiment in the use of robots to teach computer science. Our data set compares results from over 800 students on identical tests from both robotics and non-robotics based laboratory sessions. We also examine the effectiveness of robots in encouraging students to select computer science or computer engineering as a field of study. Our results are negative: test scores were lower in the robotics sections than in the non-robotics ones, nor did the use of robots have any measurable effect on students choice of discipline. We believe the most significant factor that accounts for this is the lack of a simulator for our robotics programming system. Students in robotics sections must run and debug their programs on robots during assigned lab times, and are therefore deprived of both reflective time and the rapid compile-run-debug cycle outside of class that is an important part of the learning process. We discuss this and other issues, and suggest directions for future work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Imberman:2003:TNN, author = "Susan P. Imberman", title = "Teaching neural networks using {LEGO} handy board robots in an artificial intelligence course", journal = j-SIGCSE, volume = "35", number = "1", pages = "312--316", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611995", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we propose a novel method for teaching neural networks with back propagation in an undergraduate Artificial Intelligence course. We use an agent based approach in the course, as outlined in the textbook Artificial Intelligence A Modern Approach by Stuart Russell and Peter Norvig [7]. The students build a robot agent whose task is to learn path-following behavior with a neural network. Robot agents are constructed from standard LEGO pieces and use the MIT Handy Board as a controller.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blank:2003:PRE, author = "Douglas Blank and Lisa Meeden and Deepak Kumar", title = "{Python} robotics: an environment for exploring robotics beyond {LEGOs}", journal = j-SIGCSE, volume = "35", number = "1", pages = "317--321", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611996", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes Pyro, a robotics programming environment designed to allow inexperienced undergraduates to explore topics in advanced robotics. Pyro, which stands for Python Robotics, runs on a number of advanced robotics platforms. In addition, programs in Pyro can abstract away low-level details such that individual programs can work unchanged across very different robotics hardware. Results of using Pyro in an undergraduate course are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Graham:2003:CGR, author = "Sandy Graham and Celine Latulipe", title = "{CS} girls rock: sparking interest in computer science and debunking the stereotypes", journal = j-SIGCSE, volume = "35", number = "1", pages = "322--326", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611998", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Declining female enrollment in undergraduate Computer Science programs is a serious problem. Part of the solution lies in retaining more of the female students currently enrolled; even more important, however, is increasing initial enrollment. Many believe lack of interest to be rooted in stereotypes of computer science formed early in high school: that it is a boring subject, devoid of interesting applications and stimulating only to 'geeks'. To attract high school females to CS, and to determine whether early exposure to the interesting breadth of CS and its applications might ameliorate such attitudes, a week-long Computer Science Seminar for Grade 9 and 10 girls was held at the University of Waterloo. The seminar consisted of lectures, labs and activities chosen to demonstrate the breadth of CS and to dispel the negative stereotypes. Pre- and post-seminar surveys indicate a substantial increase in interest, translating directly into increased desire to take high school CS courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sivilotti:2003:IMS, author = "Paolo A. G. Sivilotti and Murat Demirbas", title = "Introducing middle school girls to fault tolerant computing", journal = j-SIGCSE, volume = "35", number = "1", pages = "327--331", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611999", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "During summer 2002, we ran a workshop module for a group of 28 eighth-grade girls. Our aim was ambitious: to introduce these students, ages 12 and 13, to computer science by focussing on the deep intellectual topic of self-stabilizing distributed algorithms and by imparting an intuitive appreciation for their use in fault tolerance. At the same time, we hoped to dispel some negative stereotypes of computer science. The module was a success according to evaluations and comments from the participants. This paper describes the sequence of exercises we developed as an elementary-level introduction to the graduate-level topics of fault tolerance and self-stabilization. We report them with the hope that others will try them in college classrooms, as we plan to do.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2003:IIS, author = "Peter B. Henderson", title = "{ISSAC}: {Indiana Student Software Awards Competition}", journal = j-SIGCSE, volume = "35", number = "1", pages = "332--335", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612000", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Indiana Student Software Awards Competition (ISSAC) was created to encourage students in the state of Indiana to improve their software development skills, to potentially consider a career in information technology, and to help stem the flow of graduates out of Indiana --- ``the brain drain''. High school or college students who develop a software project for class, personal enrichment or corporate internships may submit a project. ISSAC 2003 is the third year of the competition. Finalist projects are judged at the annual Indiana Technology Summit, and students are awarded scholarships and plaques based upon the overall quality and functionality of their software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eisenberg:2003:CCS, author = "Michael Eisenberg", title = "Creating a computer science canon: a course of ``classic'' readings in computer science", journal = j-SIGCSE, volume = "35", number = "1", pages = "336--340", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612002", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science has a reputation of being a discipline in a perpetual state of accelerated progress-a discipline in which our techniques, our hardware, our software systems, and our literature rarely exhibit a staying power of more than several years. While undeniably exciting, this state of continual intellectual upheaval can leave computer science students (and faculty) with a disturbing sense that there is no essential core of great work within the discipline. This paper describes a readings course entitled ``Computer Science: the Canon'' whose purpose is to counter this perception by exploring a set of ``great works'' in computer science. We describe our own (undoubtedly idiosyncratic) reading list used for the course, and discuss several central issues involved in offering such a course within a computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2003:TWC, author = "Lisa C. Kaczmarczyk", title = "A technical writing class for computer science majors: measuring student perceptions of learning", journal = j-SIGCSE, volume = "35", number = "1", pages = "341--345", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612003", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Writing skills need to be integrated into the Computer Science (CS) curriculum, and there is little empirical evidence on how best to do so. This paper first describes a technical writing class for CS undergraduates. Then it presents the results of a statistical study that investigated student perceptions of their learning experience in three areas: skill mastery, self-efficacy, and motivation. Positive results support this approach to teaching writing to CS students. Some unexpected findings in all three areas highlight why monitoring student perceptions is important for CS educators.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotschi:2003:MMR, author = "Tina G{\"o}tschi and Ian Sanders and Vashti Galpin", title = "Mental models of recursion", journal = j-SIGCSE, volume = "35", number = "1", pages = "346--350", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612004", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recursion is a fundamental concept in Computer Science. A student's knowledge of recursion can be termed their mental model of recursion. A student's mental model is viable if it allows them to accurately and consistently represent the mechanics of recursion. Non-viable mental models are constructed if students have misconceptions about the mechanisms of recursion or have misconceptions about concepts fundamental to recursion. This paper presents a study of the mental models of recursion that first year students at the University of the Witwatersrand have constructed in 2000, 2001 and 2002. It was found that while the majority of students constructed the viable copies model, many non-viable models such as the looping, active, step, magic, return-value and various odd models were also constructed. Identifying the models that students have can allow lecturers to target individual students' specific problems and analysis of the models can provide insight into learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Benjamin:2003:UCS, author = "D. Paul Benjamin and Charles Border and Robert Montante and Paul J. Wagner", title = "Undergraduate cyber security course projects", journal = j-SIGCSE, volume = "35", number = "1", pages = "351--352", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611913", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2003:NA, author = "Nick Parlante and Jeffrey Popyack and Stuart Reges and Stephen Weiss and Scott Dexter and Chaya Gurwitz and Joseph Zachary and Grant Braught", title = "Nifty assignments", journal = j-SIGCSE, volume = "35", number = "1", pages = "353--354", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611914", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2003:CECa, author = "John Impagliazzo and Robert Sloan and Andrew McGettrick and Pradip K. Srimani", title = "Computer engineering computing curricula", journal = j-SIGCSE, volume = "35", number = "1", pages = "355--356", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611915", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2003:ADH, author = "Jeffrey L. Popyack and Nira Herrmann and Paul Zoski and Bruce Char and Chris Cera and Robert N. Lass", title = "Academic dishonesty in a high-tech environment", journal = j-SIGCSE, volume = "35", number = "1", pages = "357--358", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611916", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Advances in computing and telecommunication technology provide abundant new opportunities for academic dishonesty. Anecdotal evidence suggests that students are far more aware than faculty of various mechanisms for cheating on exams, plagiarizing assignments, and soliciting work for pay. Fortunately, technological advances also provide the alert instructor with some tools for combating such academic dishonesty. In this session, we will present information on how calculators, cell phones, beepers, and other handheld technology may be used to cheat on exams; how the Internet is used to match students with sources for solutions to their assignments; and existing tools and services for the faculty member. The intention of this session is to inform faculty about various ways that students may commit academic fraud; and tools and approaches that are available to reduce their effectiveness. We also hope to gain further information from other faculty and/or students in attendance. We do not intend to debate whether these activities should be allowed due to the ease with which they are committed, as is often discussed. We will provide a bibliography of articles about high-tech academic dishonesty, software tools and services for detecting plagiarism (including shared code in programming assignments), and Internet resources.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nagappan:2003:ICE, author = "Nachiappan Nagappan and Laurie Williams and Miriam Ferzli and Eric Wiebe and Kai Yang and Carol Miller and Suzanne Balik", title = "Improving the {CS1} experience with pair programming", journal = j-SIGCSE, volume = "35", number = "1", pages = "359--362", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612006", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Pair programming is a practice in which two programmers work collaboratively at one computer, on the same design, algorithm, or code. Prior research indicates that pair programmers produce higher quality code in essentially half the time taken by solo programmers. An experiment was run to assess the efficacy of pair programming in an introductory Computer Science course. Student pair programmers were more self-sufficient, generally perform better on projects and exams, and were more likely to complete the class with a grade of C or better than their solo counterparts. Results indicate that pair programming creates a laboratory environment conducive to more advanced, active learning than traditional labs; students and lab instructors report labs to be more productive and less frustrating.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2003:CWC, author = "Lynda Thomas and Mark Ratcliffe and Ann Robertson", title = "Code warriors and code-a-phobes: a study in attitude and pair programming", journal = j-SIGCSE, volume = "35", number = "1", pages = "363--367", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612007", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports on how first-year students who have programmed before see their programming interest and ability and how this self-perception relates to their performance in the introductory programming course. In particular we examine how this self-perception is reflected in their reactions to the pair-programming technique for developing software. Students who had programming experience before University were given a survey that placed them on a scale that we have called Code Warrior to Code-a-phobe. We then placed them in 'opposite' and 'similar' pairs for a pair programming exercise and surveyed their reactions. There was evidence that students who have considerable self-confidence do not enjoy the experience of pair programming as much as other students and that students produce their best work when placed in pairs with students of similar self-confidence levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joseph:2003:GDC, author = "Anthony Joseph and Mabel Payne", title = "Group dynamics and collaborative group performance", journal = j-SIGCSE, volume = "35", number = "1", pages = "368--371", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612008", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This work resulted from an investigation of the activities component of group dynamics in collaborative (or cooperative) groups for two undergraduate sections of computer architecture taught in spring 2002. A cooperative group is a special type of small group consisting of two to four persons. Collaborative learning as used here is a central component of the author devised integrative cooperative learning teaching technique. The hypothesis for this study is that the greater a student's level of within group course related activities for the imposed course assignments, the higher the student's relative course outcomes. To examine this hypothesis, an analysis of the relationship between a student's group activity and course outcomes was done. The sources of data were the student coordinator assessments and student journals compiled throughout the semester. The results of the analyses of the 63 students in the two sections of the undergraduate computer architecture course substantiated the hypothesis that the more a student participates in out-of-class collaborative academic group activity, the greater the student's achievement.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2003:CGU, author = "Steve Cunningham and Angela B. Shiflet", title = "Computer graphics in undergraduate computational science education", journal = j-SIGCSE, volume = "35", number = "1", pages = "372--375", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612010", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer graphics is an important part of a working scientist's toolkit. The graphics may be provided by resources with the scientist's group or by capabilities of the toolkits that the scientist uses directly in his or her work. However, in order for the scientist to understand how computer graphics images represent models and what possibilities there are for this representation, and for the occasional time when the scientist may want to create a presentation that is beyond the capability of standard tools, it is important for the science student to understand the basic capabilities and processes of computer graphics. This paper outlines how a computational science program can give students the background they need to have this understanding.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sherstov:2003:DVG, author = "Alexander A. Sherstov", title = "Distributed visualization of graph algorithms", journal = j-SIGCSE, volume = "35", number = "1", pages = "376--380", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612011", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "DisViz is a visualization tool designed to assist students in learning graph algorithms, an important topic in the undergraduate curriculum. DisViz is intended for collaborative use by a group of students over a classroom network. This visualization system views network hosts as graph nodes and the socket connections among them, as graph edges. In typical usage, every student runs a copy of DisViz on his/her local machine. These applications detect each other's presence on the network and coordinate their actions to execute the graph algorithm in question and to deliver identical animations to every terminal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lowther:2003:TBS, author = "John Lowther and Ching-Kuang Shene", title = "Teaching {B}-splines is not difficult!", journal = j-SIGCSE, volume = "35", number = "1", pages = "381--385", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612012", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the authors' approach of introducing important concepts and algorithms of B-splines to junior computer science students with the help of a pedagogical tool DesignMentor. This approach is non-mathematical and intuitive, and has been used and refined in the past six years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reed:2003:WA, author = "Dale Reed and Sam John", title = "{Web} annotator", journal = j-SIGCSE, volume = "35", number = "1", pages = "386--390", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612014", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The World Wide Web is increasingly becoming an integrated extension of users' computing environments, with content indexed and retrieved through Web browsers. Web browsers are increasingly being used as computer science curriculum delivery mechanism, for both books delivered as local content on CD ROMs as well as server-based material. Traditional computer science curriculum has often been presented through static printed media. What has been printed ahead of time in books or handouts can not be changed. Any changes would have to be attached externally by way of scribbled notes or explanations on the board. The Web gives us the technological affordances to change that, both for students and teachers. The original page remains unchanged, however the user's version of the page is filtered, adding, subtracting and changing web page elements, giving an enhanced view. A demonstration version of the Web Annotator can be downloaded from: http://logos.cs.uic.edu/Annotator.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gayo:2003:GLM, author = "J. E. Labra Gayo and J. M. Morales Gil and A. M. Fern{\'a}ndez {\'A}lvarez and H. Sagastegui Chigne", title = "A generic e-learning multiparadigm programming language system: {IDEFIX} project", journal = j-SIGCSE, volume = "35", number = "1", pages = "391--395", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612015", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe the main features of an Internet based distance learning environment that we are developing to teach a course on logic and functional programming for computer science students. The main goal of the system is to provide a minimal set of capabilities for a generic interpreter that will be instantiated for different programming languages and paradigms. The architecture of the system is based on the use of XML and web services to facilitate the integration and independence between the different development platforms and systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zachary:2003:EVA, author = "Joseph L. Zachary and Peter A. Jensen", title = "Exploiting value-added content in an online course: introducing programming concepts via {HTML} and {JavaScript}", journal = j-SIGCSE, volume = "35", number = "1", pages = "396--400", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.612016", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Online courses have proliferated across all disciplines in recent years. One commonly-used approach for creating an online course is to build a web site containing as much course information---assignments, solutions, lecture notes, streaming videos, and the like---as possible. The goal of this type of course is to replicate online, to the maximum extent possible, the classroom experience. Online courses built this way exploit the communications capabilities of networked computers. We believe, however, that online courses should also strive to exploit the computational capabilities of computers. That is, online courses should provide value-added components that make possible learning experiences beyond what is feasible in the traditional classroom. We describe such an online course, called Creating Interactive Web Content, that we created and have taught successfully for the last three years. It is a general enrollment course that uses HTML and JavaScript as a vehicle for teaching elementary programming concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Judith:2003:CSP, author = "Williams C. Judith and Bettina Bair and J{\"u}rgen B{\"o}rstler and Lethbridge C. Timothy and Ken Surendran", title = "Client sponsored projects in software engineering courses", journal = j-SIGCSE, volume = "35", number = "1", pages = "401--402", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Collins:2003:RFL, author = "William Collins and Josh Tenenberg and Raymond Lister and Suzanne Westbrook", title = "The role for framework libraries in {CS2}", journal = j-SIGCSE, volume = "35", number = "1", pages = "403--404", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611894", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The recent emergence of object-oriented framework libraries of classic data structures and algorithms such as the Standard Template Library and Java's Collection classes provides a set of general and efficient data structure components for use by practicing software developers. A number of textbook writers are beginning to incorporate the use of these frameworks into ``CS2'', the traditional first course in data structures at the university level. There has scarcely been a discussion of how these frameworks should best be incorporated into CS2, if they should be used at all. The proposed panel will examine the role of standardized framework libraries in the first data structures course at the university level. Panelists will focus on the following questions. What are the fundamental objectives of CS2, and what role might frameworks have in meeting these objectives? How does an instructor balance student needs for additional instruction in programming basics (e.g., arrays and pointers) versus practice in larger scale design and code reuse? What would be given up to incorporate frameworks into CS2? And to what extent is it important for students to construct elementary data structures from first principles? What assumptions about student cognition and learning does a pro- or con-frameworks approach imply. By trying to articulate answers to some of the above questions, we hope to raise the level of discussion concerning the evolution of the introductory computer science curriculum. This panel will thus try to make explicit, and hence available for critical examination, some of the arguments and assumptions that inform this debate.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fisher:2003:UCW, author = "Allan Fisher and Jane Margolis", title = "Unlocking the clubhouse: women in computing", journal = j-SIGCSE, volume = "35", number = "1", pages = ".23", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611896", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We recount some of the most significant and colorful findings of our four-year study of gender issues in the undergraduate computer science program at Carnegie Mellon. We also discuss the subsequent dramatic increase in the number of women in the program. We conclude with recommendations for the most generally useful and effective actions departments can take to attract and retain female students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2003:KAE, author = "Eric Roberts", title = "Keynote address: Expanding the audience for computer science", journal = j-SIGCSE, volume = "35", number = "1", pages = ".23", month = jan, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/792548.611895", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:56:59 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "According to prevailing labor projections, the demand for well-trained computer scientists and software developers will continue to grow in the coming years, in spite of the dot-com collapse. For the most part, the people who fill these positions --- and particularly those that require high levels of creativity and independence of thought --- will be trained by colleges and universities. Unfortunately, many highly talented students never investigate computer science as an academic option, either because they have not been exposed to what computing has to offer or because they feel themselves outside of the traditional computer science milieu. As computer science teachers, we have a collective responsibility to ensure that this discipline remains open to the widest possible range of students. In this talk, I will describe several strategies and tactics for achieving that goal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guzdial:2003:CSM, author = "Mark Guzdial and Elliot Soloway", title = "Computer science is more important than calculus: the challenge of living up to our potential", journal = j-SIGCSE, volume = "35", number = "2", pages = "5--8", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782943", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#GuzdialS03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2003:CCR, author = "C. Dianne Martin", title = "Computing curricula 2001: reverse engineering a computer science curriculum (part 2)", journal = j-SIGCSE, volume = "35", number = "2", pages = "9--10", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782945", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Martin03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lee:2003:LL, author = "John A. N. Lee", title = "``{Lee}'s law''", journal = j-SIGCSE, volume = "35", number = "2", pages = "10--12", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782947", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lee03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2003:DAM, author = "Tony Clear", title = "Documentation and agile methods: striking a balance", journal = j-SIGCSE, volume = "35", number = "2", pages = "12--13", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782949", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Clear03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2003:ITA, author = "John T. Gorgone", title = "Information technology accreditation criteria", journal = j-SIGCSE, volume = "35", number = "2", pages = "13--15", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782951", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gorgone03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2003:RMR, author = "Raymond Lister", title = "A research manifesto, and the relevance of phenomenography", journal = j-SIGCSE, volume = "35", number = "2", pages = "15--16", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782953", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lister03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2003:RTL, author = "Ren{\'e}e McCauley", title = "Resources for teaching and learning about human-computer interaction", journal = j-SIGCSE, volume = "35", number = "2", pages = "16--17", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782955", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#McCauley03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hartman:2003:CC, author = "Janet Hartman", title = "Corporate clips", journal = j-SIGCSE, volume = "35", number = "2", pages = "17--19", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782957", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hartman03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2003:LC, author = "Henry MacKay Walker", title = "Lessons from the {CUPM}", journal = j-SIGCSE, volume = "35", number = "2", pages = "19--21", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782959", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Walker03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gersting:2003:TOS, author = "Judith L. Gersting and Frank H. Young", title = "Treating our students as adults", journal = j-SIGCSE, volume = "35", number = "2", pages = "21--22", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782961", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#GerstingY03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2003:ECI, author = "P. G. Thomas", title = "Examinations in computing over the {Internet}", journal = j-SIGCSE, volume = "35", number = "2", pages = "22--24", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782963", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Thomas03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2003:C, author = "Robert D. Campbell", title = "Cybersecurity", journal = j-SIGCSE, volume = "35", number = "2", pages = "24--26", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782965", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Campbell03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2003:SSA, author = "Jeffrey Popyack", title = "Scholarship, student awards, microbreweries, and baseball", journal = j-SIGCSE, volume = "35", number = "2", pages = "26--27", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782967", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Popyack03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2003:IR, author = "Peter B. Henderson", title = "Inductive reasoning", journal = j-SIGCSE, volume = "35", number = "2", pages = "27--29", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782969", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Henderson03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2003:SD, author = "David Ginat", title = "Sorting and disorders", journal = j-SIGCSE, volume = "35", number = "2", pages = "29--30", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782971", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Ginat03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2003:PES, author = "Nick Parlante", title = "Platonic {Euler} solids", journal = j-SIGCSE, volume = "35", number = "2", pages = "30--31", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782973", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Parlante03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chesnevar:2003:UTC, author = "Carlos Iv{\'a}n Ches{\~n}evar and Mar{\'\i}a L. Cobo and William Yurcik", title = "Using theoretical computer simulators for formal languages and automata theory", journal = j-SIGCSE, volume = "35", number = "2", pages = "33--37", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782975", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#ChesnevarCY03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Both formal languages and automata theory (FLAT) are core to the CS curricula but are difficult to teach and to learn. This situation has motivated the development of a number of theoretical computer simulators as educational tools to allow students to ``bring to life'' many topics that traditionally were presented only mathematically. This paper discusses the main features of software tools currently freely available via the Internet for teaching FLAT. Based on our practical experience, the tradeoffs between different FLAT software tools is analyzed and discussed. We conclude with general recommendations for integrating FLAT software tools into an established curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2003:ACS, author = "Orit Hazzan", title = "Application of computer science ideas to the presentation of mathematical theorems and proofs", journal = j-SIGCSE, volume = "35", number = "2", pages = "38--42", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782976", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hazzan03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Based on the analogy between mathematical proofs and computer programs this paper illustrates how it is possible to apply methodologies from computer science, used in the development and presentation of computer programs, for the presentation of mathematical theorems and proofs. The following three methodologies are discussed: stepwise refinement, abstraction, and program verification.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chaudhuri:2003:DAO, author = "Ranjan Chaudhuri", title = "Do the arithmetic operations really execute in constant time?", journal = j-SIGCSE, volume = "35", number = "2", pages = "43--44", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782977", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Chaudhuri03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The paper emphasizes the need for exposing the undergraduate computer science students to the bit-level analysis of the run-times of certain computer algorithms. These are algorithms where the input(s) consist of one or more integers and only a bit-level analysis yields a more realistic estimate of the run-time behaviors of such algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Howles:2003:FGS, author = "Trudy Howles", title = "Fostering the growth of a software quality culture", journal = j-SIGCSE, volume = "35", number = "2", pages = "45--47", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782978", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Howles03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Instructors often discuss assessment of the technical skills students must acquire in a typical computer science program. Often times, the technical skills and the required body of knowledge are mandated through standards or curricular requirements. How are non-technical skills assessed? Are computer science educators teaching and encouraging the development of other critical skills needed in the workplace such as personal accountability, a strong work ethic, and an ability to deliver on-time and correct work? This paper describes the results of a student survey, designed to provoke some thoughts about the evolving work ethic and the level of a quality-centered culture in students today.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dooley:2003:SEL, author = "John F. Dooley", title = "Software engineering in the liberal arts: combining theory and practice", journal = j-SIGCSE, volume = "35", number = "2", pages = "48--51", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782979", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Dooley03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This paper describes the organization of a junior/senior level software engineering class offered at Knox College, a small, selective liberal arts college. It presents the reasoning for the design of the course and gives some results from the course. The course is somewhat novel in that it uses non-standard texts, depends heavily on journal articles for a theory component, and requires a large amount of writing and individual and team oral presentations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moses:2003:DIV, author = "Louise E. Moses", title = "Design issues in the visual era", journal = j-SIGCSE, volume = "35", number = "2", pages = "52--56", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782980", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Moses03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "In art, ``Design is composition. A design consists of parts arranged into a coherent whole.'' In computer science, ``The design lays out the classes and objects needed in a program and defines how they interact.'' Are we not saying that software design is parts (classes and objects) arranged into a coherent whole? The paper looks at design principles as expressed in beginning courses in these two seemingly disparate disciplines. The majority of the paper is concerned with the presentation of a minimal working vocabulary for visual design issues. It concludes with some observations about the worldviews from computer science and from art, and the importance of making students aware of the worldview of the typical user of their products.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wirth:2003:NUE, author = "Michael A. Wirth", title = "{E}-notes: using electronic lecture notes to support active learning in computer science", journal = j-SIGCSE, volume = "35", number = "2", pages = "57--60", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782981", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Wirth03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Writing comprehensive, focused notes during a lecture can be a challenging task for students. They often spend most of the time actually writing notes with little time to reflect on the material presented in the lecture, or indeed to ask questions. Electronic lecture notes are a clear and concise electronic form of lecture notes provided openly to students. I use e-notes to complement the material presented in my lectures and experience has shown that they offer a distinct learning advantage over traditional forms of note taking. As students do not have to spend time writing copious notes, they are generally more attentive during class, being able to concentrate on understanding the material. This allows them to become actively engaged in the lecture, participating in class discussions and asking pertinent questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gabbert:2003:GCC, author = "Paula Gabbert", title = "Globalization and the computing curriculum", journal = j-SIGCSE, volume = "35", number = "2", pages = "61--65", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782982", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gabbert03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "One of the guiding principles of Computing Curriculum 2001 was to ensure that the computing curriculum was international in scope. This article provides a model for achieving this objective by identifying globalization issues that are relevant to computer science. The underlying premise of the model is that technology has enabled globalization while globalization drives technology. The article also proposes three implementation models for integrating the material into the curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jamba-Joyner:2003:PSD, author = "Lisa Jamba-Joyner and William F. Klostermeyer", title = "Predictors for success in a discrete math course", journal = j-SIGCSE, volume = "35", number = "2", pages = "66--69", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782983", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Jamba-JoynerK03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Several factors, including grade-point average, math SAT scores, performance in calculus and programming courses, and results from a short pre-test were used in an effort to predict student grades a discrete mathematics course offered to computing science students. Two factors, SAT and average programming grade, were found to be significantly associated with the final grade for the discrete math course. Additionally, performance in the discrete math course was positively correlated with performance in the automata course required for computer science students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{White:2003:CCI, author = "Kent White", title = "A comprehensive {CMPS II} semester project", journal = j-SIGCSE, volume = "35", number = "2", pages = "70--73", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782984", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#White03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The goal of this project was to help students tie together the various concepts learned throughout the Computer Science II class. The students were required to use abstract classes for matrices and singly linked list and provide a graphical solution to a maze solver. The first step of the project had the students construct a solution for a given maze. The solution was kept simple by using the right hand rule for solving mazes: always keep your right hand on a wall and you will find a solution if it exists. After the students had solved the problem of creating a solution the next part of the project required them to create an actual random maze. Using a matrix and a stack, the students kept track of the path of a random solution. After a solution path was generated the program was required to generate a number of dead-ends. This project was very challenging for the students. They enjoyed completing it partially because it was graphical in nature and they could visualize their solution.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grable:2003:ICC, author = "Ross Grable", title = "Information characteristics for the curriculum", journal = j-SIGCSE, volume = "35", number = "2", pages = "74--77", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782985", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Grable03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "A technical capstone course integrates course knowledge, underscores the scientific nature of computer science, and introduces professional and graduate school topics. A capstone course brings together knowledge from many subjects. An experiment brings together many topics from the standard curriculum that are hard to integrate into standard courses. A common thread in state machines ties together the diverse topics under the theme of information characteristics. Each subject area is related to a state machine view of information and uses some specific mathematics skill. The experiment with this approach has been successful.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pillay:2003:DIP, author = "Nelishia Pillay", title = "Developing intelligent programming tutors for novice programmers", journal = j-SIGCSE, volume = "35", number = "2", pages = "78--82", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782986", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Pillay03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "First year Computer Science students often encounter difficulties when learning to write procedural and object-oriented programs for the first time. This is also true of students being exposed to a new programming paradigm. One-on-one tutoring has proven to be the most effective means of assisting first time programmers overcome learning difficulties. However, due to large class numbers and funding constraints the provision of one-on-one tutoring is not usually possible. Intelligent tutoring systems (ITSs) have successfully been used to tutor novice programmers on a one-on-one basis. Despite this, intelligent programming tutors (IPTs) are not widely used and few such systems have made their way into the classroom. This can be attributed to the high developmental costs associated with building IPTs. The paper firstly identifies the facilities that must be provided by intelligent programming tutors. In an attempt to reduce the costs of developing IPTs, the paper proposes a generic architecture for the development of intelligent programming tutors. The paper specifies the components that should comprise such an architecture and describes the functions that must be performed by each component.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Salcedo:2003:FCS, author = "Michaelangelo Salcedo", title = "Faculty and the 21$^s t$ century student in {USA} higher education", journal = j-SIGCSE, volume = "35", number = "2", pages = "83--87", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782987", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Salcedo03; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Salcedo:2003:FSC, author = "Michaelangelo Salcedo", title = "Faculty and the 21st century student in {USA} higher education", journal = j-SIGCSE, volume = "35", number = "2", pages = "83--87", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782987", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The present student body in higher educations is very diverse and of a wide range of preparedness. Faculties are challenged to reflect on their teaching and the concerns and need of their students. Student assessments reveal critical thinking skills, problem solving skills and motivation and help faculty develop better instructional designs. Introductory courses in programming are of great consternation to faculty and student alike. Ideas to revise present introductory course in programming is presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Heines:2003:EXS, author = "Jesse M. Heines", title = "Enabling {XML} Storage from {Java} Applets in a {GUI} Programming Course", journal = j-SIGCSE, volume = "35", number = "2", pages = "88--93", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782988", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Heines03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sgml2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "XML, the Extensible Markup Language, is widely used in graphical user interface (GUI) programming today to both specify user interfaces and to hold the data displayed in visual components. It is relatively straightforward for Java applets to read and process XML documents over the Web, but security restrictions make it complex to store those documents back on the server after they have been modified. This paper describes a set of cooperating programs and their underlying algorithms that allow Java applets to read XML documents from --- and, more importantly, to store those documents back to --- a Java-enabled Web server. The author uses this approach in a GUI programming course to provide students who implement their projects as Java applets with the ability to use the full power of XML and its related technologies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Phillips:2003:CSC, author = "Andrew T. Phillips and C. Alex Buerkle", title = "A computational science case study: classification of hybrids using genetic markers and maximum-likelihood estimates", journal = j-SIGCSE, volume = "35", number = "2", pages = "94--98", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782989", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#PhillipsB03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "A self-contained undergraduate level ``case study'' in computational science/biology is described. The application presented brings together genetics, statistics, and numerical methods into a unified course project. The project we describe involves a statistical model and genetic classification of individuals that may be the result of hybridization between genetically divergent parents. Actual data consist of inherited genetic markers, which allow the evaluation of alternative model parameters by a maximum-likelihood technique. In the implementation of the classification model, the project provides opportunities for the use of numeric computing in C/C++ using libraries like the GNU Scientific Library for the computation of the model parameters.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carl:2003:TDV, author = "Stephen P. Carl", title = "The treatment of deep vs. shallow copy in introductory {C++} textbooks", journal = j-SIGCSE, volume = "35", number = "2", pages = "99--102", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782990", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Carl03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The default behavior of C++ compilers is to generate a destructor, copy constructor, and assignment operator for each class defined in source code, if that class does not provide such. The constructor and assignment operator generated perform a shallow copy of objects, which is incorrect behavior for most objects that contain pointers. Students must be taught to provide these operators, and to write the copy constructor and assignment operator such that they perform a deep copy of objects. A survey of introductory C++ texts shows that some authors do not explain this important topic in a consistent or thorough way. Any instructor beginning to teach C++ needs to understand this or face the prospect of long hours debugging what otherwise would seem to be a straightforward assignment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bernick:2003:FMP, author = "Jonathan P. Bernick", title = "The {Flo-and-Mac} problem: a tool for encouraging undergraduate research", journal = j-SIGCSE, volume = "35", number = "2", pages = "103--106", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782991", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Bernick03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "It has historically been difficult to persuade undergraduates to become involved in research, in part due to the difficulty of making meaningful research problems accessible to such students. This paper describes the Flo-and-Mac problem, an open-ended research problem specifically designed to be accessible to undergraduates, and to enable them to make a meaningful contribution to a scientifically interesting investigation. Perspectives from which the Flo-and-Mac problem can be investigated are examined, and the use of the problem as a pedagogical tool and tournament problem is discussed. It is concluded that Flo-and-Mac problem is a viable tool for these purposes, and further investigation is recommended.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Acharya:2003:LHM, author = "Mithun Acharya and Robert Funderlic", title = "{`Laurel and Hardy'} model for analyzing process synchronization algorithms and primitives", journal = j-SIGCSE, volume = "35", number = "2", pages = "107--110", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782992", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#AcharyaF03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The initial software solutions to solve the Process Synchronization problems, which ultimately led to the use of Semaphores are usually hard for a beginner to understand and appreciate. The reason is that one has to do lots of book keeping in tracing these algorithms, which involve multiple processes and variable instances. In order to prove the correctness of any synchronization problem, it has to be tested over the Critical Section conditions which again might be a tough exercise. In this paper we propose a model called ``Laurel and Hardy'' to understand and prove the (in)completeness of the software solutions to the Process Synchronization problem. A series of dramas is enacted between the two comedians Laurel and Hardy which makes understanding of synchronization problem solutions and testing it over Critical Section conditions very simple. We attempt to convince the readers that Laurel and Hardy model can be used as a potential tool for the analysis of any synchronization algorithms and also in assessing the (in)completeness of it. In addition, Laurel and Hardy model can be used as a teaching aid in beginner's Operating System course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burton:2003:TPO, author = "Philip J. Burton and Russel E. Bruhn", title = "Teaching programming in the {OOP} era", journal = j-SIGCSE, volume = "35", number = "2", pages = "111--114", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782993", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BurtonB03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This paper argues in favor of teaching a course in Procedural Programming first before a course in Object Oriented Programming. The basis of the argument is that considered as a paradigm, Object Oriented Programming comes in addition to the Procedural Programming paradigm and not as a replacement for it. In addition, we discuss the mathematics prerequisites required for programming and argue that Information Science departments should insist that students receive a firm foundation in traditional mathematical skills and that the use of instructional technology should reinforce these skills and not detract from them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2003:RTP, author = "Torben Lorenzen", title = "The reverse trace: a programming tool", journal = j-SIGCSE, volume = "35", number = "2", pages = "115--116", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782994", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lorenzen03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "It is often difficult for a student to make the transition from tracing programs that others have written to writing her own first real program. The author suggests that the student create a trace first and then derive a program that would make that trace. This method is fittingly called a reverse trace.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2003:SAN, author = "Timothy J. Rolfe", title = "Spreadsheet-aided numerical experimentation: analytic formula for {Fibonacci} numbers", journal = j-SIGCSE, volume = "35", number = "2", pages = "117--119", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782995", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Rolfe03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Spreadsheet representations of recurrences allow numerical experimentation with potential analytic solutions to those recurrences. This paper uses a very simple recurrence for which the analytic solution is quite obvious when one examines the values generated by the recurrence, and then examines another recurrence for which the solution is not obvious.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mason:2003:CCH, author = "John Mason", title = "Comments considered harmful", journal = j-SIGCSE, volume = "35", number = "2", pages = "120--122", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782996", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Mason03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Many beginning computer science students are reluctant to comment their work. They see comments as a waste of time at best. This paper examines how this attitude arises and presents some strategies to change this attitude before it's too late.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Naps:2003:ERV, author = "Thomas L. Naps and Guido R{\"o}{\ss}ling and Vicki L. Almstrum and Wanda Dann and Rudolf Fleischer and Christopher D. Hundhausen and Ari Korhonen and Lauri Malmi and Myles F. McNally and Susan H. Rodger and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Exploring the role of visualization and engagement in computer science education", journal = j-SIGCSE, volume = "35", number = "2", pages = "131--152", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782998", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#NapsRADFHKMMRV03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Visualization technology can be used to graphically illustrate various concepts in computer science. We argue that such technology, no matter how well it is designed, is of little educational value unless it engages learners in an active learning activity. Drawing on a review of experimental studies of visualization effectiveness, we motivate this position against the backdrop of current attitudes and best practices with respect to visualization use. We suggest a new taxonomy of learner engagement with visualization technology. Grounded in Bloom's well-recognized taxonomy of understanding, we suggest metrics for assessing the learning outcomes to which such engagement may lead. Based on these taxonomies of engagement and effectiveness metrics, we present a framework for experimental studies of visualization effectiveness. Interested computer science educators are invited to collaborate with us by carrying out studies within this framework.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dougherty:2003:ITF, author = "John P. Dougherty and Tom Dececchi and Tony Clear and Brad Richards and Stephen Cooper and Tadeusz Wilusz", title = "Information technology fluency in practice", journal = j-SIGCSE, volume = "35", number = "2", pages = "153--171", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.782999", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#DoughertyDCRCW03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Recent work has stressed the importance of fluency with information technology (IT) in the modern world. This report presents a set of context profiles that detail courses and programs to realize increased IT fluency across a small sampling of academic institutions. The goal is to provide some representative examples for other schools interested in addressing the issues associated with IT fluency.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dick:2003:ASC, author = "Martin Dick and Judy Sheard and Catherine C. Bareiss and Janet Carter and Donald Joyce and Trevor Harding and Cary Laxer", title = "Addressing student cheating: definitions and solutions", journal = j-SIGCSE, volume = "35", number = "2", pages = "172--184", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.783000; http://www.cs.kent.ac.uk/pubs/2003/1645", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#DickSBCJHL03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", keywords = "plagiarism", submission-id = "8518_1057329638", } @Article{Henderson:2003:MDS, author = "Peter B. Henderson and Lewis E. Hitchner and Sister Jane Fritz and Bill Marion and Christelle Scharff and John Hamer and Charles Riedesel", title = "Materials development in support of mathematical thinking", journal = j-SIGCSE, volume = "35", number = "2", pages = "185--190", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.783001", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#HendersonHFMSHR03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Our ITiCSE 2002 working group 'Materials Development in Support of Mathematical Thinking' identified the development of an on-line repository as the best mechanism for organizing and disseminating materials promoting mathematical thinking in computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lawhead:2003:RMT, author = "Pamela B. Lawhead and Michaele E. Duncan and Constance G. Bland and Michael Goldweber and Madeleine Schep and David J. Barnes and Ralph G. Hollingsworth", title = "A road map for teaching introductory programming using {LEGO{\TM} Mindstorms} robots", journal = j-SIGCSE, volume = "35", number = "2", pages = "191--201", month = jun, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/782941.783002", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:02 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#LawheadDBGSBH03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib; http://www.cs.kent.ac.uk/pubs/2003/1666", abstract = "In this paper, we describe a recent trend in the introductory computer science curriculum which advocates conceptualizing computation primarily as coordinated concurrent activities [8], [9], [10]. Consistent with this philosophy is the focus on the event-driven model of computation [7]. While one can utilize these approaches with any thread and/or event supporting object-oriented language (e.g., Java) in a desktop programming environment, they become particularly worthwhile when used in conjunction with physical robots. This paper argues the case for the benefits of this approach and provides sample exercises that illustrate the use of this pedagogy using Lego Mindstorms RCX bricks programmed in Java for use in introductory programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", keywords = "robotics CS1 CS2 object-oriented Java 2nd tier students computing and interaction computer controlled models", submission-id = "26462_1059492011", } @Article{Papadimitriou:2003:MST, author = "Christos H. Papadimitriou", title = "{Mythematics}: storytelling in the teaching of computer science and mathematics", journal = j-SIGCSE, volume = "35", number = "3", pages = "1--1", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961513", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knuth:2003:BE, author = "Donald E. Knuth", title = "Bottom-up education", journal = j-SIGCSE, volume = "35", number = "3", pages = "2--2", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961514", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "People who discover the power and beauty of high-level, abstract ideas often make the mistake of believing that concrete ideas at lower levels are relatively worthless and might as well be forgotten. The speaker will argue that, on the contrary, the best computer scientists are thoroughly grounded in basic concepts of how computers actually work, and indeed that the essence of computer science is an ability to understand many levels of abstraction simultaneously. Therefore he has put considerable effort into the design of a RISC machine called MMIX, as an aid to computer science educators. MMIX is intended to be simple and clean yet realistic. Many tools have been built to simulate the MMIX architecture, and more are under development.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2003:CSA, author = "Orit Hazzan", title = "Cognitive and social aspects of software engineering: a course framework", journal = j-SIGCSE, volume = "35", number = "3", pages = "3--6", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961516", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This article focuses on teaching and learning human aspects of Software Engineering (SE). Based on several classes that the author taught on the subject, the article describes a framework for a course that deals with cognitive and social aspects of SE. In these classes students worked in teams, and the lessons consisted of lectures, activities, class discussions, and student presentations. The activities which students worked on aimed to address two of the human aspects of SE: the cognitive aspect and the social aspect. Each of these aspects was discussed on the individual level and on the team level. The paper describes selected activities taken from these classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2003:STS, author = "Henrik B{\ae}rbak Christensen", title = "Systematic testing should not be a topic in the computer science curriculum!", journal = j-SIGCSE, volume = "35", number = "3", pages = "7--10", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961517", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we argue that treating ``testing'' as an isolated topic is a wrong approach in computer science and software engineering teaching. Instead testing should pervade practical topics and exercises in the computer science curriculum to teach students the importance of producing software of high quality. We point out that we, as teachers, are partly to blame that many software products are of low quality. We describe a set of teaching guidelines that conveys our main pedagogical point to the students: that systematic testing is important, rewarding, and fun, and that testing should be an integrated part of any software development process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Patterson:2003:IUT, author = "Andrew Patterson and Michael K{\"o}lling and John Rosenberg", title = "Introducing unit testing with {BlueJ}", journal = j-SIGCSE, volume = "35", number = "3", pages = "11--15", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961518", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The teaching of testing has never been easy. The introduction of object orientation into first year courses has made it even more difficult, since more and smaller units need to be tested more often. In professional contexts this is addressed by the use of testing support software. Unfortunately, no adequate software to support testing for introductory students is widely available, leaving teachers and students of first year courses struggling. In this paper we describe an attempt to address this problem by combining two existing systems that partly address our needs. We describe an integration of JUnit into BlueJ, which creates a testing tool that exhibits the flexibility and ease-of-use of the BlueJ system combined with the structured unit test approach provided by JUnit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barros:2003:ULE, author = "Jo{\~a}o Paulo Barros and Lu{\'\i}s Estevens and Rui Dias and Rui Pais and Elisabete Soeiro", title = "Using lab exams to ensure programming practice in an introductory programming course", journal = j-SIGCSE, volume = "35", number = "3", pages = "16--20", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961519", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The high variability of students' backgrounds typically found in introductory programming courses creates additional difficulties to foster motivation and ensure the desired competency and retention rates. This paper presents and discusses the results of applying an assessment methodology strongly based upon lab exams (or on-computer exams) with the objective of ensuring programming practice competency while maintaining students' motivation. It discusses the difficult balances of several assessment methods, details the used assessment methodology and finally presents students results and views. These show that lab exams, although more demanding then group assignments, can be made popular among students if they perceived them as fairer.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ramakrishan:2003:MSL, author = "Sita Ramakrishan", title = "{MUSE} studio lab and innovative software engineering capstone project experience", journal = j-SIGCSE, volume = "35", number = "3", pages = "21--25", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961521", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents our rationale in setting up an innovative studio lab called the MUSE (Monash University Software Engineering) Studio Lab for our final year undergraduate Software Engineering students in 2002, an evaluation of the outcomes for 2002 and plans for 2003 and beyond. We describe the Monash University Software Engineering (MUSE) Strategy to make the MUSE culture and MUSE agile process branding visible through the MUSE Studio Lab for the learners, academics, management and the outside world of academia and industry. This strategy is aimed at supporting a continuum of learning styles in three units in the final year of our Bachelor of Software Engineering Program. The teaching/learning model used is a predominantly constructivist/student-centered/active learning approach for the Capstone SE project (Studio unit), and a constructivist approach for the Honours Research thesis unit. A more traditional teaching approach is used for the Systems Validation, Verification, Quality \& Standards unit based on traditional instructional design model which is objectivist in view of learning. We also provide details of the middle weight process that student groups follow in their full year SE Capstone project. At MUSE Studio, we have fused pedagogy with technology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goold:2003:PPP, author = "Annegret Goold", title = "Providing process for projects in capstone courses", journal = j-SIGCSE, volume = "35", number = "3", pages = "26--29", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961522", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our capstone course has undergone a number of evolutionary changes over the past few years. It was restructured to provide more realistic experiential learning with the introduction of larger software development projects involving 'real clients (sponsors)' and larger student teams with a mix of students across disciplines. We have introduced a project management focus into the course that allows for a more structured process of product development. This restructure was possible because the curriculum prior to the project course emphasized teamwork and project management. This paper provides some background about our capstone course and the significance of the contribution made by two other courses taken earlier in the programme.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Linos:2003:SLP, author = "Panagiotis K. Linos and Stephanie Herman and Julie Lally", title = "A service-learning program for computer science and software engineering", journal = j-SIGCSE, volume = "35", number = "3", pages = "30--34", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961523", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a service-learning educational program called EPICS (Engineering Projects In Community Service). It also describes our efforts and experiences from incorporating this program within a Computer Science and Software Engineering curriculum. Our paper concludes by discussing various key challenges and some early lessons learned while crafting such program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koldehofe:2003:ISV, author = "Boris Koldehofe and Marina Papatriantafilou and Philippas Tsigas", title = "Integrating a simulation-visualisation environment in a basic distributed systems course: a case study using {LYDIAN}", journal = j-SIGCSE, volume = "35", number = "3", pages = "35--39", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961524", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Distributed algorithms can be difficult to understand as well as to teach. A way to provide students with an experience of the execution of a distributed algorithm is the use of a simulation-visualisation environment. In this work we present a case study of integrating a simulation-visualisation environment into a distributed system course. We evaluate a distributed system assignment in which students used LYDIAN, an extensible library for distributed algorithms and animations, to implement their algorithms. In our study neither the teachers nor the students had earlier class experience with LYDIAN. The feedback received gives valuable information on what simulation-visualisation environments for distributed algorithms need to provide in order to be successfully used in class. We are not aware of any similar study in the area of distributed computing. However, the feedback we have received shows the significance of such evaluations to help users improve their performance and help them to acknowledge the wealth of tools they are provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parker:2003:MEC, author = "J. R. Parker and Katrin Becker", title = "Measuring effectiveness of constructivist and behaviourist assignments in {CS102}", journal = j-SIGCSE, volume = "35", number = "3", pages = "40--44", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961526", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Two approaches to setting programming assignments are compared, using actual assignment and solutions from two distinct CS102 lecture sections during the same semester. The complexity and effort represented by the solutions is compared using software engineering metrics, giving a measure of the effectiveness of the two assignments sets, and student performance in successor courses is also examined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2003:ICP, author = "Judy Sheard and Martin Dick", title = "Influences on cheating practice of graduate students in {IT} courses: what are the factors?", journal = j-SIGCSE, volume = "35", number = "3", pages = "45--49", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961527", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an analysis of results of a survey of graduate students in IT courses that aimed to gain an understanding of their views of cheating and knowledge of their cheating practice. The survey was part of an investigation into the cheating behaviour of IT students within the Faculty of Information Technology of Monash University. Using a factor analysis technique, categories of cheating behaviour and categories of reasons that could cause cheating or prevent cheating were identified. These were then used to determine possible influences on different types of cheating behaviour. A search of the literature has shown that there is a scarcity of studies of cheating behaviour of IT students, especially at the graduate level. The results of this study are informing an education program and development of policy on student cheating within our Faculty.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2003:EEM, author = "Pete Thomas", title = "The evaluation of electronic marking of examinations", journal = j-SIGCSE, volume = "35", number = "3", pages = "50--54", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961528", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses an approach to the electronic (automatic) marking of examination papers, in particular, the extent to which it is possible to mark a candidate's answers automatically and return, within a very short period of time, a result that would be comparable with a manually produced score. The investigation showed that there are good reasons for manual intervention in a predominantly automatic process. The paper discusses the results of tests of the automatic marking process that in two experiments yielded grades for examination scripts that are comparable with human markers (although the automatic grade tends to be the lower of the two). An analysis of the correlations between the human and automatic markers shows highly significant relationships between the human markers (between 0.91 and 0.95) and a significant relationship between the average human marker score and the electronic score (0.86).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Redmond:2003:EIM, author = "James A. Redmond and Cathal Walsh and Adrian Parkinson", title = "Equilibrating instructional media for cognitive styles", journal = j-SIGCSE, volume = "35", number = "3", pages = "55--59", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961529", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Two types of instructional (Text and Web) that had been used in a previous study [1] were adapted to accommodate Cognitive Style preferences for Witkin's Field-dependent [2] and Riding's Imager [3]. Ninety six Information Systems students were randomly allocated to each of these environments and their Cognitive Styles were assessed. The students studied an Introductory Course in Artificial Intelligence one hour per week for six weeks after which they were assessed by a one hour exam. It was found that Field-dependents and Field-independents performed similarly in both environments as indicated by their examination scores demonstrating the success of the adaption of both environments for Field-dependents. The adaptation for Imagers as measured by Riding's CSA [3] was not successful as Verbalisers performed better than Imagers in both Text and Web. This raises questions about the stability of Riding's Verbaliser/Imager dimension. People performed significantly better in the Text environment than in the Web environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McDowell:2003:EPP, author = "Charlie McDowell and Brian Hanks and Linda Werner", title = "Experimenting with pair programming in the classroom", journal = j-SIGCSE, volume = "35", number = "3", pages = "60--64", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961531", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is now a substantial body of evidence in support of the use of pair programming in the classroom[3, 4, 10, 11, 13, 14]. Some of the data is anecdotal and some is the result of formal experiments. We are not aware of any published data that raises concerns about allowing students to complete programming projects using pair programming. In this paper we present data from three studies performed at UCSC. All three studies support the position that pair programming results in more student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schwarm:2003:MCU, author = "Sarah Schwarm and Tammy VanDeGrift", title = "Making connections: using classroom assessment to elicit students' prior knowledge and construction of concepts", journal = j-SIGCSE, volume = "35", number = "3", pages = "65--69", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961532", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students bring prior knowledge and experiences to the classroom. According to the constructivist learning theory, students incorporate new knowledge into their existing knowledge frameworks. We used Classroom Assessment Techniques in an information technology course to elicit the construction of knowledge process. We found that CATs and instructor feedback can help shape and reveal this construction process. For example, responses to CATs revealed students' understandings of variables, digital representation, and iteration in the information technology domain. Some students claimed that the CATs helped put new ideas into their own words and helped them simplify the concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lynch:2003:WCS, author = "Kathy Lynch and Selby Markham", title = "The winds of change: students' comfort level in different learning environments", journal = j-SIGCSE, volume = "35", number = "3", pages = "70--73", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961533", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The information technology workforce now more than ever requires graduates to be ready to 'produce' the instant they 'hit the ground'. The core discipline knowledge and skills haven't changed dramatically over the years, but the 'soft skills' have changed and have become more important than ever. Undergraduate information technology degree must prepare graduates for the workforce, and not just transmit the discipline knowledge for them to achieve 'academically'. To ward off this, a change is required in the pedagogy, and consequently the learning environment for information technology students. With this is mind, Monash University introduced a studio model of teaching and learning into its Bachelor of Information Systems degree program. During the three years of the program students are confronted with two very different pedagogical models of teaching and learning. Seventy five percent of the program is taught in a traditional manner, the remaining twenty five percent is taught within a studio context. The first section of the paper briefly outlines a crude description of the traditional learning environment and the studio learning environment underpinning the IT studio-model that is used in the Bachelor of Information Systems at Monash University. The second section of the paper reports on a quantitative research study that examined students' opinions of which type of model (studio or non-studio) best meets their learning needs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moody:2003:IQA, author = "Daniel L. Moody and Guttorm Sindre", title = "Incorporating quality assurance processes into requirements analysis education", journal = j-SIGCSE, volume = "35", number = "3", pages = "74--78", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961534", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The traditional thrust of software quality assurance has been to use ``brute force'' testing at the end of development. However quality assurance in the early phases of development is an order of magnitude more cost effective than testing done at the end of development. This paper describes the introduction of quality reviews as a learning activity into an undergraduate requirements analysis course, and evaluates the effectiveness of this in improving learning. In the absence of any standard instrument for evaluating learning effectiveness, we developed a survey instrument called the Learning Effectiveness Survey. Using this instrument, learning effectiveness is evaluated in the context of the learning goals of the course (short term learning), and in the context of the broader educational programme and future working life (long term learning). It also provides feedback on the learning intervention and how it can be improved. While the intervention was moderately successful in its first application, a great deal was learned about how it could be improved next time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ratcliffe:2003:CCD, author = "Mark Ratcliffe and Lynda Thomas and Wayne Ellis and Benjy Thomasson", title = "Capturing collaborative designs to assist the pedagogical process", journal = j-SIGCSE, volume = "35", number = "3", pages = "79--83", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961536", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a project being undertaken at the University of Wales, Aberystwyth that captures students' designs in an attempt to improve the pedagogy. To enhance their understanding of object oriented programming, students are given an environment that enables distance working and encourages group collaboration whilst capturing all aspects of development of their designs. To enhance the teaching of programming and software design, instructors are given access to complete design histories enabling them to better understand how the students view their design processes, the problems that arise and the steps that they take to resolve them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dann:2003:OVB, author = "Wanda Dann and Toby Dragon and Stephen Cooper and Kevin Dietzler and Kathleen Ryan and Randy Pausch", title = "Objects: visualization of behavior and state", journal = j-SIGCSE, volume = "35", number = "3", pages = "84--88", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961537", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Animated program visualization can be used to support innovative instructional methods for teaching beginners about objects, their behavior, and state. In this paper, we present a discussion of methods that define object behavior and character (class)-level state variables that track state changes for $3$D animated objects in small virtual worlds. We have found that character-level methods provide a means to demonstrate inheritance. Examples of worlds and program code used in instructional materials are provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rasala:2003:EOV, author = "Richard Rasala", title = "Embryonic object versus mature object: object-oriented style and pedagogical theme", journal = j-SIGCSE, volume = "35", number = "3", pages = "89--93", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961538", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional approaches to object-oriented style emphasize classes with a basic set of constructors and a minimal set of methods that when combined permit the full potential of the instance objects to be realized. This object-oriented style is probably modeled on the style used in mathematics and logic to develop a system based on a minimal set of axioms and operations. The consequences of this style both in practice and in pedagogy are that objects enter into existence in an embryonic state and must be nurtured to maturity by a sequence of method calls that tweak behavior and/or add data. Although this minimalist approach is useful in the first stages of teaching objects and in exploratory design, we suggest that most designs should evolve towards building classes with a rich set of constructors and methods so that the instance objects may be born mature, that is, ready to use in the program without further tweaking. In particular, we believe that if students are taught to design in this manner, then they will be more effective both as students and as computing professionals. The ideas in this article have developed from our experience in designing the Java Power Tools (JPT) and in applying these tools to build many labs and demo programs. We found that using the traditional minimalist design approach hindered our ability to rapidly develop interesting applications. Gradually, we evolved both the tools and the examples to be far richer and have found that our development time has been dramatically reduced. We believe that those who teach objects may be interested in these principles even if they choose to work with entirely different tools and examples.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nevison:2003:TOE, author = "Chris Nevison and Barbara Wells", title = "Teaching Objects Early and Design Patterns in {Java} Using Case Studies", journal = j-SIGCSE, volume = "35", number = "3", pages = "94--98", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961539", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "In order to teach object-oriented design and programming in introductory computer science it is imperative to teach objects from the very beginning of the course. The use of interacting objects is motivated by examples with an inherent complexity. We suggest that a case study approach to teaching object-oriented programming can provide a context with simplicity within complexity, so that simple versions of the case study program or simple pieces of a more complex program can be used to teach concepts at an introductory level. A case study provides a setting where a progression of successively more sophisticated programs can be developed to introduce standard topics of the introductory course within an increasingly familiar context. At the same time, the design of these programs can illustrate some of the fundamental principles of object-oriented design as embodied in basic design patterns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Granger:2003:CDP, author = "Mary J. Granger and Joyce Currie Little", title = "Classroom discussions: policies and responsibilities of {Internet Service Providers}", journal = j-SIGCSE, volume = "35", number = "3", pages = "99--103", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961541", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Since the early to mid 1990s, with the advent of easy to use browser software, the Internet has become available to those outside the community of researchers and knowledgeable users. Currently, anyone with computing and some type of networking capability is able to connect to the internet: some still through University and work-place links, others through internet Service Providers (ISPs). For their customers, these ISP provide an entry point into the Internet and may control or monitor activities on the Internet. Additionally, since the Internet is an international network, it should not be overlooked that some governments control access or the ISPs, which presents a different set of issues than those encountered in the United States. The purpose of this paper is to raise awareness of policies and responsibilities of Internet Service Providers related to usage of the Internet. It is suggested that these issues be incorporated in classroom discussions. Some of the topics which may be explored by using ISPs policies in an educational setting are intellectual property concerns, 'cookies,' third party sites and access, collection of personal information --- what, how and usage, security of information, regulation of children's access to the Internet, globalization issues and legal issues arising with the use of an ISP to access the Internet.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guzdial:2003:MCC, author = "Mark Guzdial", title = "A media computation course for non-majors", journal = j-SIGCSE, volume = "35", number = "3", pages = "104--108", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961542", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computing may well become considered an essential part of a liberal education, but introductory programming courses will not look like the way that they do today. Current CSI course are failing dramatically. We are developing a new course, to be taught starting in Spring 2003, which uses computation for communication as a guiding principle. Students learn to program by writing Python programs for manipulating sound, images, and movies. This paper describes the course development and the tools developed for the course. The talk will include the first round of assessment results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Andersen:2003:TPL, author = "Peter B{\o}gh Andersen and Jens Bennedsen and Steffen Brandorff and Michael E. Caspersen and Jesper Mosegaard", title = "Teaching programming to liberal arts students: a narrative media approach", journal = j-SIGCSE, volume = "35", number = "3", pages = "109--113", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961543", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we present a new learning environment to be used in an introductory programming course for students that are non-majors in computer science, more precisely for multimedia students with a liberal arts background. Media-oriented programming adds new requirements to the craft of programming (e.g., aesthetic and communicative).We argue that multimedia students with a liberal arts background need programming competences because programmability is the defining characteristic of the computer medium. We compare programming with the creation of traditional media products and identify two important differences which give rise to extra competences needed by multimedia designers as opposed to traditional media product designers. We analyze the development process of multimedia products in order to incorporate this in the learning process, and based on this we present our vision for a new learning environment for an introductory programming course for multimedia students. We have designed a learning environment called Lingoland with the new skills of media programming in mind that hopefully can help alleviate the problems we have experienced in teaching programming to liberal arts students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huang:2003:TUS, author = "Timothy Huang and Frank Swenton", title = "Teaching undergraduate software design in a liberal arts environment using {RoboCup}", journal = j-SIGCSE, volume = "35", number = "3", pages = "114--118", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961544", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most large research universities include a software design or software development course as a required or elective component of an undergraduate computer science major. For various reasons, some institutions, including many liberal arts colleges and primarily undergraduate institutions, do not. In this paper, we present a software design course, tailored to undergraduate computer science students within a liberal arts environment, based on the RoboCup soccer simulation platform. We describe the course curriculum and outline its goals, which student evaluations suggest it achieved. We also outline the features of our ``NewKrislet'' soccer player, which provides an elementary but sufficiently functional entry point to Robocup client design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jones:2003:RCC, author = "Edward L. Jones and Clement S. Allen", title = "Repositories for {CS} courses: an evolutionary tale", journal = j-SIGCSE, volume = "35", number = "3", pages = "119--123", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961546", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a simple Unix-based repository that supports programming intensive courses. Initially motivated by the need to capture sample artifacts for the capstone course sequence, the repository has evolved to support program submission, on-line testing, and automated program grading. Repository features enforce naming conventions, assignment due dates, while supporting the use of Unix in programming classes. The repository also facilitates consistent on-line program compilation and execution. Repository utilities are provided to support first-time adoption, for archiving repositories from past terms, and for establishing repositories for a new academic term. Results from the transfer of the technology to first-time adopters are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yehezkel:2003:MPE, author = "Cecile Yehezkel", title = "Making program execution comprehensible one level above the machine language", journal = j-SIGCSE, volume = "35", number = "3", pages = "124--128", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961547", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The aim of courses in computer organization at the introductory level is not to produce qualified assembly language programmers but rather, to make the program's execution and the interaction with the hardware comprehensible at the lower programming language level (above machine code). We briefly describe an environment developed with this aim. Recent findings on the evaluation of visualization environment suggest that the evaluation should focus on the way students actually use these environments to better reveal the expected outcomes. To clarify this issue, we used an evaluation procedure based on this approach that provides far-reaching conclusions on the impact of the use of the environment on students' understanding of program execution.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gegg-Harrison:2003:SPCa, author = "Timothy S. Gegg-Harrison and Gary R. Bunce and Rebecca D. Ganetzky and Christina M. Olson and Joshua D. Wilson", title = "Studying program correctness by constructing contracts", journal = j-SIGCSE, volume = "35", number = "3", pages = "129--133", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961548", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Because the concept of program correctness is generally taught as an activity independent of the programming process, most introductory computer science (CS) students perceive it as unnecessary and even irrelevant. The concept of contracts, on the other hand, is generally taught as an integral part of the programming process. As such, most introductory CS students have little difficulty understanding the need to establish contracts via preconditions and postconditions. In order to improve teaching program correctness concepts, we implemented ProVIDE, an enhanced integrated development environment (IDE) for Java [7]. Pro VIDE supports a modified version of the ``design by contract'' methodology [13] that assists its student programmers in contract construction. Rather than asking for both a precondition and postcondition for each of his/her methods, ProVIDE asks the student to simply supply a postcondition. ProVIDE then helps the student construct the appropriate precondition by leading him/her through an axiomatic proof of the correctness of the method. Thus, the proof of correctness of the method is a side-effect of the student's need to construct an appropriate precondition.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Allert:2003:CTA, author = "James Allert", title = "A companion technology approach to {CS1}: handheld computers with concept visualization software", journal = j-SIGCSE, volume = "35", number = "3", pages = "134--138", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961549", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "All incoming freshmen majoring in computer science at the University of Minnesota Duluth (UMD) are required to purchase a handheld computer with wireless capability (HP/Compaq IPAQ). The integration of these devices into the CSI curriculum was primarily achieved by authoring and distributing a number of applications written to allow students to interact with visualizations of key concepts using their handheld computers. Downloadable from the campus wireless network and used in class (large lecture and discussion) the contribution of these applications to the course was substantial. The handheld computers and accompanying visualization software served as course companions, instantly providing meaningful content and engaging instruction anywhere the student went, on campus or off. Students rated the concept visualization software as the most useful aspect of the course. The success of this initiative leads to several important conclusions about the relationship of handhelds to laptops as learning tools, the importance of visualization software and the successfull integration of companion technology into the CS1 curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbert:2003:TED, author = "Mary Ann Robbert and Catherine M. Ricardo", title = "Trends in the evolution of the database curriculum", journal = j-SIGCSE, volume = "35", number = "3", pages = "139--143", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961551", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper focuses on the current database curriculum and how it reflects changes in the practice of data management. The content of the database course is determined using a series of three surveys given to groups of database educators over a period of four years. The results of these surveys are presented in the paper and are used to indicate trends in database courses as they are actually taught. The paper examines the different focus choices used in the introductory database course and describes how these have changed during the period, 1999-2002. The paper also examines how actual database curricula compare with the CC2001 curriculum recommendations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haberman:2003:ART, author = "Bruria Haberman and Ela Lev and Dorothy Langley", title = "Action research as a tool for promoting teacher awareness of students' conceptual understanding", journal = j-SIGCSE, volume = "35", number = "3", pages = "144--148", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961552", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Assimilating a new CS curriculum requires appropriate inservice training. The emphasis in the new CS curriculum upon conceptual understanding requires teachers to become aware of characteristic ways in which students construct their knowledge and of common student difficulties. In this paper we describe a regional CS teacher workshop in which action research was used to trigger changes in teachers' knowledge and approach and especially to promote awareness of students' conceptual understanding. The favorable teacher evaluation of the workshop, and the action research products indicate that the workshop design promoted the beginning of a teacher change necessary for assimilating the new CS curriculum and establishing a collaborative community of teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pears:2003:SCR, author = "Arnold N. Pears and Mats Daniels", title = "Structuring {CSed} research studies: connecting the pieces", journal = j-SIGCSE, volume = "35", number = "3", pages = "149--153", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961553", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Changing conditions for teaching increase our motivation to understand the teaching and learning process. First time investigators of educational settings often feel uncertain about what aspects are involved and how to design a meaningful investigation. This paper develops and describes an applied research model with the objective of providing computer science (CS) academics of with a structured overview of the inter-disciplinary research components of CS education research. The paper argues that adopting such a model has the potential to enhance the maturity, significance and applicability of CS education research studies by placing them in a more complete research context. This helps to make the outcomes more readily transportable to other teaching and learning situations. One aim of publicizing the model is to help inspire the growing numbers of people who are becoming interested in CS education research. In addition we hope to simplify the task of gaining a rapid understanding of the research design issues and options that are typically involved.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2003:NPS, author = "David Ginat", title = "The novice programmers' syndrome of design-by-keyword", journal = j-SIGCSE, volume = "35", number = "3", pages = "154--157", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961554", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the course of reading the description of a given assignment, it is natural that associations with design patterns directly tied to explicit keywords or phrases in the assignment text will evolve. However, explicit keywords may not always be the basis for the desired solution. Implicit cues may yield a better outcome. This paper presents a study of novice programmers who are misguided by explicit keyword associations. The study shows that students' tendency to ``design-by-keyword'' may sometime lead them to incorrect or inefficient programming solutions. The study displays student solutions to three CSI problems, each answered in three different ways. The first two ways reflect undesirable ``design-by-keyword'' outcomes, and the third way encloses the desired solution, which demonstrates the importance of looking for implicit cues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2003:WBD, author = "Judy Sheard and Jan Miller and Sita Ramakrishnan", title = "{Web}-based discussion forums: the staff perspective", journal = j-SIGCSE, volume = "35", number = "3", pages = "158--162", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961556", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Web-based discussion forums are used in a range of undergraduate and graduate courses in the School of Computer Science and Software Engineering at Monash University. The enthusiastic adoption of these facilities by students has impacted upon staff workloads and recently concerns have been raised by staff about the time and effort required to manage them. Furthermore, it has been difficult to determine the pedagogical value of these facilities and the level of educational support they provide to the teaching and learning community. This paper reports on staff use and management of discussion forums in their courses, and their perceptions of the value of these facilities as a source of help for students and a mechanism to provide feedback to staff. A final outcome of the study will be the establishment of guidelines for staff and students for the effective use of these facilities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Crescenzi:2003:TDE, author = "Pilu Crescenzi and Gaia Innocenti", title = "A tool to develop electronic course books based on {WWW} technologies, resources and usability criteria", journal = j-SIGCSE, volume = "35", number = "3", pages = "163--167", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961557", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An electronic course book (ECB in short) is a learning module consisting of hyperdocuments with a functional use of interactivity and multimedia, presented on the WWW and/or CDROM [1]. In this paper we propose an ECB producer application, which can assist any author in the development of an ECB based on WWW usability criteria and which presents a collection of several multimedia elements which can enhance the process of learning and which differentiate an electronic course book from a classical paper book. The ECB, which represents an electronic form of classroom support, will turn out to be useful both to teachers, since they will take advantage of the slide-based presentation of the text and of the several simulation tools included in the ECB, and to students, since they will be able to learn by reading, by doing and by answering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lass:2003:TTL, author = "Robert N. Lass and Christopher D. Cera and Nathaniel T. Bomberger and Bruce Char and Jeffrey L. Popyack and Nira Herrmann and Paul Zoski", title = "Tools and techniques for large scale grading using {Web}-based commercial off-the-shelf software", journal = j-SIGCSE, volume = "35", number = "3", pages = "168--172", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961558", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Courseware/Course Management Systems (CMS) such as WebCT or Blackboard are an increasingly popular way to provide a web presence for a course. However, their current web-browser reliance makes it difficult for them to provide functionality that could be useful to computer science instructors. This paper describes our augmentation of a CMS in a large introductory computer science class. It further describes our enhancement of the CMS by clientside software (i.e., residing on the graders computer), written for use by the instructors and graders. Finally, it indicates how conventional CMS architecture can be extended to provide additional functionality that would be desirable for computer science instruction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurhila:2003:PPL, author = "Jakko Kurhila and Miikka Miettinen and Petri Nokelainen and Patrik Flor{\'e}en and Henry Tirri", title = "Peer-to-peer learning with open-ended writable {Web}", journal = j-SIGCSE, volume = "35", number = "3", pages = "173--177", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961559", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In spite of advances in educational technology, most Web-based computer science courses rely on costly pre-made learning materials. By shifting the emphasis to peer-to-peer learning and other student-centred learning principles, more meaningful learning process can be accomplished, without preparing stand-alone Web-courses. A course applying these principles is presented along with a tool built for the purpose. The tool offers the possibility to build a joint information pool and publish new work while constructing knowledge by collaborative annotation of the information or published work. According to our experience, transparency in the learning process is also well-accepted and viewed beneficial by the students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2003:CSS, author = "Orit Hazzan", title = "Computer science students' conception of the relationship between reward (grade) and cooperation", journal = j-SIGCSE, volume = "35", number = "3", pages = "178--182", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961561", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The study presented in this article focuses on the conceptions of computer sciences students of the relationships between reward and cooperation in the context of software development. Specifically, students were faced with a conflict between their urge to express personal skills, and the unavoidable need to cooperate with their teammates. The results indicate that if a given financial bonus is distributed among team members, the majority of the students prefer that a small portion of the bonus be allocated based on individual contributions, while the majority of the reward is divided equally among the team members. These result are analyzed in the context of software engineering education. Based on this study, this paper suggests a tool which can be used by instructors, both for forming of teams and for team evaluation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Demetriadis:2003:PSS, author = "Stavros Demetriadis and Evangelos Triantfillou and Andreas Pombortsis", title = "A phenomenographic study of students' attitudes toward the use of multiple media for learning", journal = j-SIGCSE, volume = "35", number = "3", pages = "183--187", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961562", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Multimedia offer a variety of coding formats for presenting information and this variability is generally valued as a positive characteristic of any multimedia learning environment. This study investigates the idea that students' attitudes concerning the use of multiple media for learning exhibit a considerable variability (different feelings, modes of use, preferences and dislikes) and information about these various stances may help designers and educators to better integrate and use multiple media for educational purposes. Employing a phenomenographic research methodology students' attitudes were recorded, categorised and related to parameters such as their learning styles. Results of the study indicate that (a) visual dynamic media (animation and digital movies) capture students' interest and generate subjective feelings of better learning, (b) digital movies may enhance the perceived authenticity of the educational setting and this also increases students' interest, (c) students transfer to the digital medium the need for learning techniques that they use in the printed medium and experience feelings of restriction if the environment does not adequately support the same techniques or satisfactory alternatives, (d) acceptance of audio varies significantly depending on perceptual preferences of students and (e) students displaying a high abstract conceptualisation learning style express preference for studying more abstract content using printed matter.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Meeden:2003:UDS, author = "Lisa Meeden and Tia Newhall and Doug Blank and Deepak Kumar", title = "Using departmental surveys to assess computing culture: quantifying gender differences in the classroom", journal = j-SIGCSE, volume = "35", number = "3", pages = "188--192", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961563", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Male and female students often hold different views of the culture within the same computer science department. These differences may, in part, account for why women are underrepresented in computer science. We found that surveying students about their views of our departments' environments was an important first step in evaluating the cultures of our own departments, in determining what issues needed to be addressed, and in determining how to address them. Our survey results revealed some problems in our classroom and lab environments, and showed that there are gender differences in students' perceptions of our departments. We describe a set of changes that were implemented in response to our findings. These solutions are specifically designed to address problems that we discovered through our student survey, but they are not all original to us. The contribution of our work is in demonstrating how surveying is critical to identifying and understanding problems in our departments. We argue that a process of continually surveying students is vital to the maintenance and evolution of a healthy computer science program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moorman:2003:SSH, author = "Phoenix Moorman and Elizabeth Johnson", title = "Still a stranger here: attitudes among secondary school students towards computer science", journal = j-SIGCSE, volume = "35", number = "3", pages = "193--197", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961564", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Numerous studies have examined the possible explanations for the paucity of women with computer science majors in undergraduate studies. Much of this work has focused on the undergraduate years themselves. We present results from a survey of American secondary school students in advanced mathematics and computer science classes. We conclude that both male and female students continue to see computer science as a primarily ``male'' field and to make their career choices accordingly. We suggest two means to combat this perception --- single-sex summer workshops for secondary school girls and mother-daughter computer science clubs for elementary school girls.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turau:2003:HEH, author = "Volker Turau", title = "{HTTPExplorer}: exploring the hypertext transfer protocol", journal = j-SIGCSE, volume = "35", number = "3", pages = "198--201", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961566", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents HTTPExplorer, an interactive tool to explore the Hypertext Transfer Protocol. The intention is to use the tool in a course on web-based applications to support the learning of HTTP, the most significant protocol used on the internet today. A web-based user-interface allows students to contact any HTTP-Server connected to the internet, to issue a request and to make the data flow between a client and the server completely visible. The tool can be used by novices to get first experience with HTTP and by advanced users to experiment with more complex features. We also report about some initial experience gained in the usage of HTTPExplorer in a real course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rozanski:2003:IUE, author = "Evelyn P. Rozanski and Nan C. Schaller", title = "Integrating usability engineering into the computer science curriculum: a proposal", journal = j-SIGCSE, volume = "35", number = "3", pages = "202--206", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961567", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The authors propose a model for incorporating usability engineering into the undergraduate computer science curriculum using an example curriculum from an accredited undergraduate computer science program in the United States. This model proposes that human-computer interaction and usability engineering concepts be integrated throughout the computer science curriculum rather than treated as disjoint topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Azadegan:2003:UTC, author = "S. Azadegan and M. Lavine and M. O'Leary and A. Wijesinha and M. Zimand", title = "An undergraduate track in computer security", journal = j-SIGCSE, volume = "35", number = "3", pages = "207--210", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961568", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "To better prepare our graduates to face the challenges in computer and information security, in Fall 2002, Towson University launched an undergraduate track in computer security for the computer science majors. This paper describes the motivation behind this track and discusses its structure and requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DAntonio:2003:IBA, author = "Lawrence D'Antonio", title = "Incorporating bioinformatics in an algorithms course", journal = j-SIGCSE, volume = "35", number = "3", pages = "211--214", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961569", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we examine ways in which ideas from the exciting new field of bioinformatics can be used in an algorithms course intended for computer science majors. Bioinformatics studies biological sequences such as DNA or protein that are the building blocks of life. Algorithms that involve searching, matching, or combining such sequences are primary tools in bioinformatics. These algorithms use many key ideas that are important to the computer science major, such as dynamic programming. In addition, bioinformatics makes for an interesting and timely application that can enliven the algorithms course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murray:2003:EIJ, author = "Keitha A. Murray and Jesse M. Heines and Michael K{\"o}lling and Tom Moore and Paul J. Wagner and Nan C. Schaller and John A. Trono", title = "Experiences with {IDEs} and {Java} Teaching: What Works and What Doesn't", journal = j-SIGCSE, volume = "35", number = "3", pages = "215--216", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961571", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "The environment chosen to teach Java can have a profound effect on students' abilities to learn the language. Panelists will report on their experiences using different Java Interactive Development Environments (IDEs) to teach Java and what they identify as the strengthens and weaknesses of each IDE. Each panelist will discuss the most important features of the IDEs and related teaching pedagogies to address ``what works and what doesn't'' when teaching Java.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sobel:2003:ICA, author = "Ann E. K. Sobel and Tim Lethbridge", title = "{IEEE-CS\slash ACM} computing curricula: software engineering volume", journal = j-SIGCSE, volume = "35", number = "3", pages = "217--218", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961573", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the problems in advancing the state of the software engineering discipline is the inadequate preparation of students entering the profession from undergraduate computing programs. This panel reports on the IEEE-CS/ACM Computing Curricula project and the guidance it will provide for developing undergraduate software engineering programs. In particular, the panel will address the development process used to construct the Software Engineering Volume, the contents of the first draft of the Volume, and the application of the software engineering curriculum guidelines to international curriculum models.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2003:CTC, author = "Liz Adams and Mats Daniels and Annegret Goold and Orit Hazzan and Kathy Lynch and Ian Newman", title = "Challenges in teaching capstone courses", journal = j-SIGCSE, volume = "35", number = "3", pages = "219--220", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961575", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many of us run capstone project courses and do so in different ways. The members of this panel come from different countries, belong to different types of institutions, teach in different computing disciplines and the capstone projects they run also vary considerably. Yet, there is a strong sense of consensus about what a capstone project is and how valuable it is as a learning experience for students. The panel discussion will serve as an inspiration to develop new, and change old capstone project courses. The main aim is to discuss why, or why not, different approaches work in a capstone project. What are the learning objectives behind the approach? What are the problems? What are the benefits? How is assessment managed? What resources, tools and techniques are used to administer and manage the projects?Concrete examples of how capstone projects are run at the six institutions represented by the panellists will be given, and issues such as framework, methodologies, project examples and technologies used in the process of producing projects will be addressed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2003:CECb, author = "John Impagliazzo", title = "Computer engineering curriculum development", journal = j-SIGCSE, volume = "35", number = "3", pages = "221--221", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961577", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes the development of a curriculum for the area of computer engineering following the Computing Curricula 2001 effort. It explains the organization of the intended report and the elements that encompass the body of knowledge for the proposed curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2003:CPA, author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl J. Klee", title = "Curricular projects of the {ACM} two-year college education committee", journal = j-SIGCSE, volume = "35", number = "3", pages = "222--222", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961578", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presentation showcases the recent accomplishments of the Two-Year College Education Committee, a standing committee of the ACM Education Board.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boshart:2003:GGX, author = "Mark A. Boshart and Martha J. Kosa", title = "Growing a {GUI} from an {XML} tree", journal = j-SIGCSE, volume = "35", number = "3", pages = "223--223", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961579", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science faculty in the current fast-paced computing environment must be very resourceful; they must constantly learn new topics and explain them to their undergraduate students (who are familiar with the acronyms and inquisitive about their meaning), while not letting these exciting new topics overshadow the fundamentals. They must analyze these new developments to see the fundamental concepts that ultimately serve as their basis. They must then determine how to integrate these concepts into the undergraduate curriculum at the correct level for their students. This poster shows how XML (eXtensible Markup Language) and hierarchical data structures are correlated, allowing instructors to add XML concepts to the CS2 curriculum in a way that is fun for students, namely, GUI development. Students typically enjoy designing their GUIs. They find it is hard to understand how a GUI will look without the visual aid of an IDE (Integrated Development Environment). However, when using an IDE, the details of how the user interface is created are hidden from the programmers --- not just the code, but the design principles as well. The programmers can become dependent on the IDE for GUI development, limiting their ability to design novel interfaces. In addition, students who do not use an IDE at all find it difficult to remember all their GUI component relationships, making GUI design a trial and error process. We seek a way for students to design GUIs that forces them to consider how GUIs are constructed, improving their design skills, while at the same time making the design process as straightforward as possible. GUIs are hierarchical in nature because they are based on containers holding GUI components, which may themselves be containers. Thus, it may be helpful to utilize the notion of a tree in the construction of a GUI, allowing development of GUIs without the dependence on a standard IDE and without many of the difficulties of GUI construction by hand. As students typically learn about trees in CS2, this is an appropriate time to introduce GUI hierarchies. Students are also often eager to be exposed to hot topics in computer science, such as XML. XML is hierarchical in nature; thus, it lends itself to GUI design. We propose integrating these ideas into an ``XML-based IDE'' that students can use in the beginning stages of development for their own GUIs. This makes students aware of the hierarchical nature of their GUIs in the design phase, enhancing their ability to develop useful and creative user interfaces. At the same time, students are exposed to basic XML concepts and syntax. Our ``XML-based IDE'' has two important parts: our markup language and our code generator. First, we developed a preliminary XML schema describing a grammar for basic GUI programs. This schema describes the XML tags and the relationships among them. Our XML tags correspond to Java nomenclature (swinggui, jframe, jpanel, jcomponent, listener, layout, etc.) as our CS2 students program in Java. After developing our schema, we implemented a Java program to translate an XML document conforming to our schema to corresponding Java source files. To build a shell of a GUI program, a student needs to write an XML document describing the interface and run our utility program to generate the Java source files. When the Java source files are compiled and executed, the student can see the resulting GUI. The student only needs to design and implement the event-handling algorithms. Our ``XML-based IDE'' demonstrates the usefulness of XML in other areas besides the World-Wide Web and is a refreshing change from the standard XML examples. We believe that our ``XML-based IDE'' is a practical and fun way to introduce XML into the introductory computer science curriculum without sacrificing fundamental concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ragonis:2003:MLD, author = "Noa Ragonis and Bruria Haberman", title = "A multi-level distance learning-based course for high-school computer science leading-teachers", journal = j-SIGCSE, volume = "35", number = "3", pages = "224--224", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961580", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster we present a flexible model for a multi-level distance learning-based teacher training. The model was implemented to introduce curricular and pedagogical aspects of teaching logic programming (LP) to high-school computer science in-service leading-teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holloway:2003:DMS, author = "Jonathan Holloway and Mark Ratcliffe", title = "Development of a {MLE} by students for students using extreme programming techniques", journal = j-SIGCSE, volume = "35", number = "3", pages = "225--225", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961581", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the approach taken to develop Tweek; a student centered learning environment; an environment that supports learning in the real sense of the word.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gray:2003:ECC, author = "Kathleen Arnold Gray and Mark Guzdial and Spencer Rugaber", title = "Extending {CRC} cards into a complete design process", journal = j-SIGCSE, volume = "35", number = "3", pages = "226--226", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961582", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Ectropic Design is a feature-oriented, collaborative design method, patterned on Open Source software development. Software evolves ectropically through the continuous augmentation of its features, which are bound to specific program goals. These evolving features are defined in terms of the end-user goals the features achieve and how the features interact, both statically and dynamically, with other features. By binding source code and collaboration technology to identified program goals, Ectropic Design provides developers with the necessary mechanisms to enhance software continuously, while maintaining the conceptual integrity of the program. Ectropic Design is taught as a part of our curriculum's Sophomore required course on Objects and Desig. In the course, we introduce students to CRC cards (Class, Responsibility, Collaborator cards) and scenarios. Traditionally, CRC cards are simply 3x5 index cards, one for each class being considered in a design, annotated with two columns: One for the responsibilities of that class, and the other with the collaborators that the class will need to complete the responsibilities. Scenarios are narrative descriptions of how the system being designed should respond to user-initiated events. We have students understand enjoy, and actually use CRC cards in the introductory object-oriented design process. We attempted to teach a more sophisticated design process that would grow upon the students' interest in CRC Cards, and we provided a design tool to support that process. The Ectropic Collaborative Design Environment, ECoDE, is a development tool designed to capture CRC Cards and Scenarios, and it provides a natural mechanism for tying these two design notions to the underlying code the students were writing. The results of using ECode in the class were not as promising as we had hoped. Students did develop much better scenarios than they had in the past, but they did not use the ties to code at all. More importantly, students found that ECoDE actually stifled their collaborations: With current computer monitors, it's much easier to gather around a table full of 3x5 cards than a screen of graphical index cards. Students expressed frustration in having to learn how to use ECoDE, and indicated that they were more comfortable with pencil and paper. An important indicator of the usability of ECoDE was the decision of the student whether to use ECoDE for the final two design submissions ---for it they were free to choose not to use ECoDE. It is interesting to note that 68.5\% of the students voluntarily chose to use ECoDE. The top reason given for choosing to use ECoDE was its simplicity in updating their previous design versions. Of the students who chose not to use ECoDE, the reason most frequently given was that they preferred pencil and paper (44\%). Subjectively, the subject group documentation was much more detailed in nature. Many of the subject group students demonstrated a clearer personal understanding of their actual design. A high level conclusion of our study could be, ``Beginning students will not willingly use a detailed design process'', but that is a little too simplistic. The students did appreciate CRC cards and willingly used them. They did also use some of the aspects of the Ectropic Design process, such as the emphasis on scenarios. But simply putting things in a computer tool does not make them better. Student's primary goal is the completion of the program, not the design. The limitations of a one semester course makes it difficult to make it otherwise. It is the challenge of educators to build design tools that will be adopted that meet that goal. Studying ECode has given us some insight on how best to proceed to meet that challenge.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2003:MCE, author = "Guido R{\"o}{\ss}ling and Henning B{\"a}r and Christoph Trompler and Chin-Man Choi", title = "Mobile computing in education", journal = j-SIGCSE, volume = "35", number = "3", pages = "227--227", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961583", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leska:2003:LDG, author = "Chuck Leska", title = "Learning to Develop {GUIs} in {Java} Using Closed Labs", journal = j-SIGCSE, volume = "35", number = "3", pages = "228--228", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961585", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "This paper reviews an experiment in which a closed lab was used to deliver instruction on developing graphic user interfaces, GUIs, within a CS 1 course using Java", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bentley:2003:SSP, author = "Hilary Bentley and Jenny Davies and Jo Allan", title = "The stepping stones project", journal = j-SIGCSE, volume = "35", number = "3", pages = "229--229", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961586", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Widening participation in higher education institutions is bringing about major changes to the student profile. New universities, especially, have found that a higher proportion of students now come from non-traditional backgrounds. Since there is seen to be a correlation between increasing access to students from non-traditional backgrounds and higher drop-out rates [1] this trend presents problems in terms of achievement, progression and retention. Meeting the diverse needs of students will accelerate changes already underway to enhance teaching and learning in universities, but there are obstacles, particularly the reluctance to bring about changes to the curriculum design and delivery in case standards should become diluted. In line with results obtained nationally, statistical examination of our first-year database showed that students with a GNVQ background had an enhanced risk of non-completion. The learning styles and strategies adopted by students and the particular further education institution where they previously studied are also thought to be influential in determining a student's chance of success. It is therefore vital that changes to curriculum, delivery, assessment and support are underpinned by detailed knowledge of the approaches to learning adopted by our students, and those factors which enable and encourage students to adopt a deep approach to learning, since a student's approach to a given learning activitiy depends upon his or her perception of the requirements of the task [2].A longitudinal study is underway to investigate the influence of entrance qualification, feeder institution, learning styles and achievement at level one. The research aims to enable early detection of students at risk of being unsuccessful and to identify the factors within the further education environment that lead to successful learning in higher education. The poster will outline the underlying issues, the rationale and the approach being taken.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cizmar:2003:SEC, author = "Dawn Cizmar", title = "Software engineering concepts for multimedia development", journal = j-SIGCSE, volume = "35", number = "3", pages = "230--230", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961587", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation reports results, experience and ongoing efforts to teach software engineering skills to developers of instructional technology. Software engineering concepts were presented to faculty who had little prior experience with computer science or system development techniques. These faculty planned to develop technology enhancements for their courses, requiring multimedia and other implementation skills. Analyzing the experiences later led to several projects to address the lack of knowledge and effective practice among faculty and other developers, including professional staff and students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Papastergiou:2003:INC, author = "Marina Papastergiou", title = "Introducing non-computer science undergraduates to {Web} development: results of an investigative study on student teachers", journal = j-SIGCSE, volume = "35", number = "3", pages = "231--231", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961588", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this study, we report on the results of a series of workshops aiming at introducing student teachers to Web development.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fone:2003:USA, author = "William Fone", title = "Using semiotics to analyze the efficiency of a model in teaching", journal = j-SIGCSE, volume = "35", number = "3", pages = "232--232", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961589", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Semiotics is used here to explain why spreadsheets make effective teaching models.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Xinogalos:2003:ODM, author = "S. Xinogalos", title = "{objectKarel}: a didactic microworld for teaching object-oriented programming", journal = j-SIGCSE, volume = "35", number = "3", pages = "233--233", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961590", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taylor:2003:PIP, author = "Harriet G. Taylor and Jane C. Prey", title = "Putting {ITiCSE} into practice through {NSF} funding programs", journal = j-SIGCSE, volume = "35", number = "3", pages = "234--234", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961591", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2003:RTY, author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl J. Klee", title = "The role of two-year colleges in educating the cyber-security workforce", journal = j-SIGCSE, volume = "35", number = "3", pages = "235--235", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961592", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presentation showcases a current project of the Two-Year College Education Committee, a standing committee of the ACM Education Board.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yong:2003:ACP, author = "Chye-Foong Yong and Colin Higgins", title = "Automatically creating personalised exercises based on student profiles", journal = j-SIGCSE, volume = "35", number = "3", pages = "236--236", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961594", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Course Marker (CM --- previously called Course Master), is a CAA system that marks programming code and diagrams and is a reengineered version of the Ceilidh system. It has been used in many higher institutions around the world, including at its developers' base, the School of Computer Science \& IT, at the University of Nottingham. CM allows teachers to set exercises, and students to submit their solutions to these exercises. Upon each submission, students obtain immediate marks and detailed feedback from the system [4].The system has been well received and is excellent at marking exercises. However it can be extended in a variety of ways. This paper describes such an enhancement based on customising the questions to individual students by generating a personalised set of questions. Currently, all students are given the same set of exercises. To improve the learning environment, the idea is to use tailored multi-modal questionnaires. Firstly new types of question have been added to CourseMarker functionality. Initially these are the fixed response type of question such as multiple choice and multiple answer. Later more sophisticated types based on the full power of CourseMarker will be added. These are combined with currently available programming exercises and diagram based questions into a multi-modal questionnaire consisting of multiple types of question. Initially the questions in a given questionnaire are fixed by the teacher and pre-selected from a question bank. The next step is to allow the system to choose a set of questions dynamically from the question bank so as to give each student a different questionnaire. A major enhancement to this, and the main thrust of the research, is to tailor each questionnaire individually to each student at an appropriate level of difficulty for that students' ability. That is we will generate personalised exercises for each student, according to some individual student profile. Metadata for the students' profile, such as their background, their current level of knowledge on pre-requisite and current topics and subjects, and their preferred or best learning modes, are to be stored in a user model [2]. All this information can be obtained by interacting with applications such as Knowledge Tree [3] and WHURLE [1] and by using the outcome of earlier questionnaires. This poster presentation will explain the work involved to incorporate these enhancements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pears:2003:EOL, author = "Arnold N. Pears and Lars Pettersson and Carl Erickson", title = "Enriching online learning resources with ``explanograms''", journal = j-SIGCSE, volume = "35", number = "3", pages = "237--237", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961595", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2003:CPT, author = "Richard J. Anderson and Ruth Anderson and Tammy VanDeGriff and Steven A. Wolfman and Ken Yasuhara", title = "Classroom presentation from the tablet {PC}", journal = j-SIGCSE, volume = "35", number = "3", pages = "238--238", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961596", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have developed and deployed a lecture presentation system in which the instructor uses a Tablet PC as a presentation device. The system was deployed in six university courses in Autumn 2002 and has been favorably received by students and instructors. In our system, the instructor holds a pen-based computer that is wirelessly networked with another computer driving the classroom projector. The instructor displays slides from the tablet and can write on top of them. Various navigation and control facilities are available.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Last:2003:PSD, author = "Mary Z. Last", title = "Preparing students for distributed teamwork", journal = j-SIGCSE, volume = "35", number = "3", pages = "239--239", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961597", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents some practical tips for preparing students to work in distributed project courses that require teamwork. These tips are based on empirical research that investigated virtual team interactions over a three-year period.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chalk:2003:DEL, author = "Peter Chalk and Claire Bradley and Poppy Pickard", title = "Designing and evaluating learning objects for introductory programming education", journal = j-SIGCSE, volume = "35", number = "3", pages = "240--240", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961598", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We described a new approach to solving the problem of teaching first year software development, using web-based multimedia learning objects (LOs), which include student interaction, animation and self-assessment. A variety of evaluation techniques have been applied, including student questionnaires and interviews and server-side tracking. Results from the first semester are very encouraging and student performance has improved.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Trakhtenbrot:2003:ATM, author = "Mark Trakhtenbrot", title = "Analysis of typical misconceptions in a theoretical {CS} course, and how to address them in e-learning", journal = j-SIGCSE, volume = "35", number = "3", pages = "241--241", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961599", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2003:EIC, author = "Lecia J. Barker and Kathy Garvin-Doxas", title = "The effect of institutional characteristics on participation of women in computer science {Bachelors} degree programs", journal = j-SIGCSE, volume = "35", number = "3", pages = "242--242", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961600", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The poster presents institutional characteristics that can statistically predict the proportion of female computer science bachelors' degrees conferred at institutions. School or college (e.g., engineering) has little predictive power in this model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ekaterini:2003:TIS, author = "Georgouli Ekaterini and Bakoyannis Spyros and Giannakoulias Panagiotis", title = "Teaching {IT} in secondary education through problem-based learning could be really beneficial", journal = j-SIGCSE, volume = "35", number = "3", pages = "243--243", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961601", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This article attempts to stress the need for extended research on the use of constructivist's elements for the teaching of Information Technology in Secondary Education. In our case study, we tried to draw conclusions by questioning adolescents for their Problem-Based Learning experience during a three-month Internet-Programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cera:2003:HTD, author = "Christopher D. Cera and Bruce Char and Nira Herrmann and Robert N. Lass and Aparna Nanjappa and Jeffrey L. Popyack and Paul Zoski", title = "High-tech dishonesty: cheating, plagiarism and detection", journal = j-SIGCSE, volume = "35", number = "3", pages = "244--244", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961603", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DiGiano:2003:CET, author = "Chris DiGiano and Mike Griffin and Jeff Huang and Mark Chung", title = "{Consolidating Ed-tech} co-design best practices through the {TRAILS} project", journal = j-SIGCSE, volume = "35", number = "3", pages = "245--245", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961604", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knox:2003:UNC, author = "Deborah Knox and Lillian N. Cassel and John Impagliazzo", title = "Using the {NSDL} and {CITIDEL} to enhance teaching", journal = j-SIGCSE, volume = "35", number = "3", pages = "246--246", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961605", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present an overview of the National Science Digital Library, NSDL, and focus on one of the partner projects it supports. The computing and Information Technology Interactive Digital Educational Library (CITIDEL) harvests metadata from repositories and collections, and provides tools to customize learning with these resources. CITIDEL's integrated tools guide the user to create instructional environments that enhance the learning experience. Additional tools available from NSDL are included in this presentation to complete the picture. Information on integrating new collections and materials into CITIDEL is included.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mirmotahari:2003:DLC, author = "Omid Mirmotahari and Christian Holmboe and Jens Kaasb{\o}ll", title = "Difficulties learning computer architecture", journal = j-SIGCSE, volume = "35", number = "3", pages = "247--247", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961606", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "During a course on computer architecture, assembler, C programming, network and communication, 57 out of 300 students were followed closely by questionnaires and tests in order to evaluate their learning of computer architecture. The results indicate both that the students' understanding of logic gates and Boolean algebra is poorer than preferred, and that the students also have difficulties grasping the implementation of higher level constructs in low level architecture features. Better results might have been achieved if the teaching of architecture was closely linked to the students' previous training in programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Juliano:2003:OUT, author = "Benjoe A. Juliano and Chi-Hui Chen and Elena Kroumova", title = "Observations from using two modes of teaching undergraduate computer architecture", journal = j-SIGCSE, volume = "35", number = "3", pages = "248--248", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961607", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the authors' observations regarding two modes of teaching undergraduate computer architecture [2] conducted at California State University, Chico. Two sections of the course were offered: Section One was taught using a traditional classroom setup, while Section Two was taught in a classroom equipped for distance education. Although Section Two seemed to provide fewer opportunities for in-person, student-professor interaction, the students were given three options to choose how to access the class lectures. Students could (1) attend a live lecture on campus that was simultaneously being archived and broadcast on the Web; (2) attend a live lecture from a remote site via the Web; or (3) view archived class sessions via the Web. Access to live broadcasts or archived sessions was done using HorizonLive [1], a web-based teaching, learning, and interactive communications software platform. Archived lectures were available to all students registered in the course. Since the students in both sections were demographically proportional, the authors' dependent variable was the method of delivery. Using HorizonLive's tracking facilities, which keep track of every single access by each student, the authors were able to collect and analyze frequencies and patterns in accessing the course lectures. The authors also correlated results from student evaluations of the course with the tracking information. The authors conclude that even though students from Section Two enjoyed the flexibility of keeping up with the lectures at their own pace, the grade for undergraduate students did not reflect their overall satisfaction and time spent online. Students registered for Section Two of the course, on average, received lower grades than the students registered for Section One. The grade distributions are summarized in Figure 1. The grading policy for the computer architecture course was a minimum passing grade of C for undergraduate students and B for graduate students. Thus, 86\% of the undergraduate students in Section One completed the course successfully, compared to 23\% from Section Two. Alternatively, graduate students' grades were proportional to the time they spent accessing the online lectures: only 1 of the 3 graduate students of Section One passed the course, compared to 4 of the 5 graduate students in Section Two. Students seemed to have learned more of the course material due to the availability of the archived lectures. Since the sample size of this study is rather small, the statistics may biased. The data from this study seem to indicate that graduate students benefit more than undergraduates from web-based learning used to promote or enhance the traditional learning environment. Based on this study, the authors conclude that the time students spent accessing online lectures is not a significant factor to their final grades.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Georgiopoulos:2003:CML, author = "M. Georgiopoulos and J. Castro and A. Wu and R. DeMara and E. Gelenbe and A. Gonzalez and M. Kysilka and M. Mollaghasemi", title = "{CRCD} in machine learning at the {University of Central Florida}: preliminary experiences", journal = j-SIGCSE, volume = "35", number = "3", pages = "249--249", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961608", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Becker:2003:MIA, author = "Katrin Becker", title = "A multiple intelligences approach to teaching number systems", journal = j-SIGCSE, volume = "35", number = "3", pages = "250--250", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961609", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Or-Bach:2003:SUO, author = "Rachel Or-Bach and Ilana Lavy", title = "Students' understanding of object orientation", journal = j-SIGCSE, volume = "35", number = "3", pages = "251--251", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961610", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parker:2003:CSA, author = "J. R. Parker and Katrin Becker and Douglas McCullough", title = "Computer science and the arts: some multi-disciplinary teaching collaborations", journal = j-SIGCSE, volume = "35", number = "3", pages = "252--252", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961612", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We explain the need for formal collaboration between students in the arts and computer science students, and argue that this should be encouraged at an early stage of their education. Two specific courses that foster this sort of cooperation are described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Becker:2003:GPA, author = "Katrin Becker", title = "Grading programming assignments using rubrics", journal = j-SIGCSE, volume = "35", number = "3", pages = "253--253", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961613", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Scott:2003:TGI, author = "Kirk Scott", title = "Teaching Graphical Interface Programming in {Java} with the {Game of Wari}", journal = j-SIGCSE, volume = "35", number = "3", pages = "254--254", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961614", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "This poster gives an overview of a programming project that can be used in a course on object-orientation and graphical interface programming in Java.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2003:UCR, author = "Lillian N. Cassel", title = "Using {CITIDEL} resources to support documenting objectives and outcomes", journal = j-SIGCSE, volume = "35", number = "3", pages = "255--255", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961615", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster demonstrates connecting objectives, outcomes and CITIDEL resources to improve course preparation. The example used is mobile computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2003:TAE, author = "Judith Gal-Ezer and Tamar Vilner and Ela Zur", title = "Teaching algorithm efficiency in a {CS1} course {SBTa} different approach", journal = j-SIGCSE, volume = "35", number = "3", pages = "256--256", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961616", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Having found that algorithm efficiency is difficult for students to grasp, we advocate a different didactic approach in the introductory CS course (CS1). By exposing students to a number of possible solutions to the same problems, students internalize the concept of a more efficient algorithm.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Darbhamulla:2003:SSM, author = "Ravikumar Darbhamulla and Manirupa Das and Pamela Lawhead", title = "Student status monitoring tool {(SSM)}: proxy for the real world expert in online course delivery", journal = j-SIGCSE, volume = "35", number = "3", pages = "257--257", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961617", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Distance Education has entered a new era, where it is now possible for courseware to be delivered online in a very effective, efficient and appealing manner. At the Institute for Advanced Education in GeoSpatial Science (IAESG), a project funded by NASA, it is our objective to develop a repository of dynamic online coursework in the field of Geospatial Information Technology. These courses are intended to enhance the traditional university learning through visually rich content, and also through closely emulating the concept of an Expert in a virtual environment. It thus becomes imperative to address a number of pedagogical issues in the design of such a dynamic web-based course delivery system. Traditional education generally involves two main entities: an Expert, and some form of reference material such as a textbook. The Expert imparts knowledge interactively in the real world, and is in some sense the more 'active' or 'intelligent' agent, whereas the textbook is just reference since it has limited scope, and hence is the 'passive' or 'static' agent. Thus the pedagogical issue that needs the most immediate attention, while dealing with learner-centered online course delivery is the issue of how to emulate the real-world Expert in a virtual learning environment. We realize that the role, the Expert plays in knowledge transfer is multi-faceted. One of the roles of the Export is to use traditional testing methodologies like quizzes and exercise to evaluate the performance of a learner. In an online environment, the best way to achieve this continuous evaluation is to get constant feedback on the performance and learning style of the student, via 'Student Status Monitoring' (SSM) tool. The research we present focuses on this pivotal aspect of effective online learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2003:WPC, author = "Lecia J. Barker and Kathy Garvin-Doxas", title = "Why project courses sometimes widen the experience gap among students", journal = j-SIGCSE, volume = "35", number = "3", pages = "258--258", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961618", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Choices by students and faculty about their roles in group learning activities can result in students not learning new skills/knowledge. Faculty must be cautious about how students are grouped and should educate students about group roles to avoid problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cera:2003:DP, author = "Christopher D. Cera and Bruce Char and Nira Herrmann and Robert N. Lass and Aparna Nanjappa and Jeffrey L. Popyack and Paul Zoski", title = "The {DUPLEX} project", journal = j-SIGCSE, volume = "35", number = "3", pages = "259--259", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961619", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2003:UEO, author = "Lillian N. Cassel and John Impagliazzo and Deborah Knox and C. Lee Giles and Edward A. Fox and JAN Lee and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "Using an education oriented digital library to organize and present classes in computing and information", journal = j-SIGCSE, volume = "35", number = "3", pages = "260--260", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961621", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This demonstration allows conference attendees to gain experience in using the facilities of the NSF National Science Technology Engineering and Mathematics Education Digital Library (NSDL) to prepare and present College or university level classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nodelman:2003:LCG, author = "Vladimir Nodelman", title = "Learning computer graphics by programming: linking theory and practice", journal = j-SIGCSE, volume = "35", number = "3", pages = "261--261", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961622", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the problems in teaching and studying Computer Graphics is actual linking between theory and practice: theoretical issues are complex and difficult to visualize while using programming techniques like OpenGL without a deep understanding of the theoretical basis prevents from exploiting the full potential of these powerful aids. Existing Computer Graphics courses are varying from pure theory, via using ready programs for demonstrations and illustrations up to systematic use of programming elements as the important component of a course. This presentation describes the implementation of two of these strategies, used by the author is his computer graphics courses, in order to enhance the links between theory and practice", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gegg-Harrison:2003:SPCb, author = "Timothy S. Gegg-Harrison and Gary R. Bunce and Rebecca D. Ganetzky and Christina M. Olson and Joshua D. Wilson", title = "Studying program correctness in {ProVIDE}", journal = j-SIGCSE, volume = "35", number = "3", pages = "262--262", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961624", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In an attempt to better integrate discrete mathematics into the introductory CS curriculum, we implemented ProVIDE, an enhanced integrated development environment (IDE) for Java that enables students to analyze their computer programs (in terms of their correctness) while they are creating them [1]. The primary goal of the construction of ProVIDE is the seamless integration of analysis with the creation of computer programs. Because the concept of program correctness is generally taught as an activity independent of the programming process, most introductory CS students perceive it is unnecessary and even irrelevant. The concept of contracts, on the other hand, is generally taught as an integral part of the programming process. As such, most introductory CS students have little difficulty understanding the need to establish contracts via preconditions and postconditions. The approach we have taken with ProVIDE is a modified version of the ``design by contract'' methodology. Rather than asking the student programmer for both a precondition and postcondition for each of his/her methods, ProVIDE asks the student to simply supply a postcondition. ProVIDE then helps the student construct the appropriate precondition by leading him/her through an axiomatic proof of the correctness of the method. Thus, the proof of correctness of the method is a side-effect of the student's need to construct an appropriate precondition. In this demonstration, we will show some examples of method precondition construction (including loop invariant construction) within ProVIDE, including the following squaring algorithms that uses only additions (which highlights the construction of a loop invariant for a single loop) and only increments and decrements (which highlights the construction of loop invariants for both sequential and nested loops), respectively.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sojka:2003:AP, author = "Petr Sojka", title = "Animations in {PDF}", journal = j-SIGCSE, volume = "35", number = "3", pages = "263--263", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961625", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a technique to create interactive teaching materials as animations that are stored and distributed in PDF file format. PdfL$^A$T$_E$X with small macropackage, Maple and JavaScript are used and allow the development of interactive animations of high typographical quality that are fine-tuned for on-the-screen reading.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gunawardena:2003:CLO, author = "Ananda Gunawardena and Victor Adamchik", title = "A customized learning objects approach to teaching programming", journal = j-SIGCSE, volume = "35", number = "3", pages = "264--264", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961627", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We will discuss a unique content-creation, delivery and maintenance model for designing and teaching programming courses. This approach is based on the idea of creating customized learning objects, each of which is uniquely described by an XML document and presents an interface for future search, retrieval and update, as well as a potential connection to external assessment tools. We will demonstrate the electronic Adoptive Book that serves as an interactive, continuously up-to-date learning environment for students as well as an authoring tool for the instructor.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sojka:2003:REU, author = "Petr Sojka", title = "Rapid evaluation using multiple choice tests and {TeX}", journal = j-SIGCSE, volume = "35", number = "3", pages = "265--265", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961628", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a framework for effective design, typesetting, use and evaluation of students that uses multiple-choice tests. With this approach, based on a T$_E$X engine, macros and a small program, several hundred customized tests can be typeset, printed and evaluated within several hours, allowing significant savings of educator's time and rapid electronic dissemination of tests results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kujansuu:2003:CPI, author = "Esa Kujansuu and Marko Kulmala", title = "{Codewitz}: producing interactive elearning material for beginners in programming", journal = j-SIGCSE, volume = "35", number = "3", pages = "266--266", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961630", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The students of basic programming courses encounter often very serious learning problems. This is mostly due to the fact that even basic programming concepts and structures are abstract and need to be understood before a student can learn more practical issues. If these concepts remain hidden for the students they tend to drop out or finish the course with low marks when trying to learn more advanced concepts without the basic knowledge. To avoid the drop out problem there has to be an effective way to help the students with difficulties during the first steps of programming studies. It is a fact that there hardly ever exists any extra resource for these students. With interactive material the students can try by themselves to reach such level of skills to be able to learn more. Codewitz-project was set up to try to correct this problem in basic programming courses. The basic idea of the project is based upon the idea of sharing. There are three main goals in this project: Developing and producing interactive material for basic programming courses. Implementing a material bank for storing and sharing the resource with the project partners creating a functioning network of experts who deal with this problem every day. This demonstration will illustrate the idea of the material, the production process and the use of it. The project is open to any institution interested in taking part in the development work. The project website: http://www.codewitz.net.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Papamanthou:2003:VPS, author = "Charalampos Papamanthou and Konstantinos Paparrizos", title = "A visualization of the primal simplex algorithm for the assignment problem", journal = j-SIGCSE, volume = "35", number = "3", pages = "267--267", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961631", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An educationally-oriented Visualization Software used to assist the teaching of the Primal Simplex Algorithm for the Assignment Problem is presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Baciu:2003:SIA, author = "Rodica Baciu", title = "{SysRel}: an interactive application for training", journal = j-SIGCSE, volume = "35", number = "3", pages = "268--268", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961632", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The proposal work describes a simulation developed to demonstrate different methods of computing the reliability of systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolaas:2003:IAM, author = "{\O}yvind Kol{\aa}s and Ivar Farup", title = "Increasing assignment motivation using a game {AI} tournament", journal = j-SIGCSE, volume = "35", number = "3", pages = "269--269", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961634", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goelman:2003:SES, author = "Don Goelman", title = "Student empowerment in a survey course", journal = j-SIGCSE, volume = "35", number = "3", pages = "270--270", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961635", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The author, assigned to teach a new survey course based on guest lecturers, employs some meta-academic strategies to promote student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Becker:2003:AMN, author = "Katrin Becker", title = "Assignments that meet the needs of exceptional students without disadvantaging the average", journal = j-SIGCSE, volume = "35", number = "3", pages = "271--271", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961636", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kruse:2003:MNA, author = "Gerald Kruse", title = "``Magic numbers'' approach to introducing binary number representation in {CS0}", journal = j-SIGCSE, volume = "35", number = "3", pages = "272--272", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961637", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2003:TJU, author = "James H. Paterson and John Haddow", title = "Teaching {Java}: Using an Object-Oriented Database and the {BlueJ IDE}", journal = j-SIGCSE, volume = "35", number = "3", pages = "273--273", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961638", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "In this Tip we describe the use of a simple Object Oriented database system to implement object persistence in Java programming projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Papalaskari:2003:PEA, author = "Mary-Angela Papalaskari", title = "Peer evaluation in an algorithms course", journal = j-SIGCSE, volume = "35", number = "3", pages = "274--274", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961639", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Peer evaluation is used in an algorithms course to highlight the importance of good documentation and professional presentation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sojka:2003:ITM, author = "Petr Sojka", title = "Interactive teaching materials in {PDF} using {JavaScript}", journal = j-SIGCSE, volume = "35", number = "3", pages = "275--275", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961640", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of JavaScript language for adding interaction to portable teaching materials of a high typographical quality in PDF file format is described. An extended version of the program T$_E$X called pdfT$_E$X is extremely useful for such purposes. It is shown that applications similar to those done by CGI script on the web can be done in PDF, exploiting the embedded JavaScript engine implementation in PDF viewers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garvin-Doxas:2003:CLE, author = "Kathy Garvin-Doxas and Lecia J. Barker", title = "Creating learning environments that support interaction", journal = j-SIGCSE, volume = "35", number = "3", pages = "276--276", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961641", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In previous work [1], we characterized the communication climate in the traditional CS program as a defensive communication climate [2]. As a practical extension of this work, in this brief presentation we will present a few practical techniques for creating the sort of classroom environment that encourages students to participate and also supports group learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Papadopoulos:2003:UTA, author = "George Papadopoulos and Hariton M. Polatoglou", title = "Using {ToolBook} authoring tool to facilitate the teaching of algorithms", journal = j-SIGCSE, volume = "35", number = "3", pages = "277--277", month = sep, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/961290.961642", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:03 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An application is developed and used in teaching the subject of algorithms. It is used in classroom practice, at Lyceum and the University. The results show that the application increased students interest, helped the students to realize the importance of the algorithms and their workings, and grasp some abstract computer science concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Papadimitriou:2003:MPS, author = "Christos H. Papadimitriou", title = "{MythematiCS}: in praise of storytelling in the teaching of computer science and math", journal = j-SIGCSE, volume = "35", number = "4", pages = "7--9", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Papadimitriou03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2003:ICO, author = "Don Gotterbarn", title = "Injectable computers: once more into the breach! the life cycle of computer ethics awareness", journal = j-SIGCSE, volume = "35", number = "4", pages = "10--11", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960496", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gotterbarn03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2003:CHM, author = "Michael R. Williams", title = "The computer history museum", journal = j-SIGCSE, volume = "35", number = "4", pages = "12--13", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Williams03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2003:WDL, author = "Tony Clear", title = "The waterfall is dead..: long live the waterfall!!", journal = j-SIGCSE, volume = "35", number = "4", pages = "13--14", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Clear03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2003:AGA, author = "John T. Gorgone", title = "{ABET}'s general accreditation criteria to apply to all computing programs", journal = j-SIGCSE, volume = "35", number = "4", pages = "14--16", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960502", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Gorgone03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2003:FOT, author = "Raymond Lister", title = "The five orders of teaching ignorance", journal = j-SIGCSE, volume = "35", number = "4", pages = "16--17", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960504", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lister03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2003:RAG, author = "Ren{\'e}e McCauley", title = "Rubrics as assessment guides", journal = j-SIGCSE, volume = "35", number = "4", pages = "17--18", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960506", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#McCauley03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2003:DCG, author = "Henry MacKay Walker", title = "Do computer games have a role in the computing classroom?", journal = j-SIGCSE, volume = "35", number = "4", pages = "18--20", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960508", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Walker03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2003:ATY, author = "Robert D. Campbell", title = "{ACM} two-year college education committee report", journal = j-SIGCSE, volume = "35", number = "4", pages = "20--21", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960510", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Campbell03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2003:SAA, author = "Jeffrey Popyack", title = "Scholarships, awards, advice, and the abacus", journal = j-SIGCSE, volume = "35", number = "4", pages = "21--23", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960512", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Popyack03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2003:MIR, author = "Peter B. Henderson", title = "More on inductive reasoning", journal = j-SIGCSE, volume = "35", number = "4", pages = "23--25", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960514", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Henderson03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2003:BR, author = "David Ginat", title = "Board reconstruction", journal = j-SIGCSE, volume = "35", number = "4", pages = "25--26", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960516", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Ginat03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2003:AL, author = "Nick Parlante", title = "{Astrachan}'s law", journal = j-SIGCSE, volume = "35", number = "4", pages = "26--27", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960518", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Parlante03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lapidot:2003:MTC, author = "Tami Lapidot and Orit Hazzan", title = "Methods of teaching a computer science course for prospective teachers", journal = j-SIGCSE, volume = "35", number = "4", pages = "29--34", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960520", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#LapidotH03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This article focuses on a ``Methods of Teaching Computer Science in the High School'' course (abbreviated MTCS). It presents the rationale and need for the course, and suggests optional course frameworks and implementations that are not limited to a particular programming language, programming paradigm, level of students, or curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wong:2003:PCT, author = "Jacqueline Wong and Timon Du", title = "Project-centered teaching on {CBIS} to {IBBA} students in {Hong Kong}", journal = j-SIGCSE, volume = "35", number = "4", pages = "35--38", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960521", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#WongD03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Knowledge of computer-based information systems (CBIS) is important to business administration (BA) students. The curriculum for CBIS should be different from the fundamentals of computer science (CS1 and CS2) because of the students' backgrounds. This paper discusses a project-centered teaching method for CBIS for BA students. Following three years of experience with this approach, the feedback from more than 500 students is encouraging.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dodero:2003:ESP, author = "Juan Manuel Dodero and Camino Fern{\'a}ndez and Daniel Sanz", title = "An experience on students' participation in blended vs. online styles of learning", journal = j-SIGCSE, volume = "35", number = "4", pages = "39--42", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960522", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#DoderoFS03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This work compares two learning experiences developed with different styles during an academic semester in two universities. The objective of the study has been to test the advantages of the blended style of learning, in terms of students' participation and initiative in the learning process, compared with those of pure virtual e-learning. The study shows how information technologies act as an incentive to improve students' participation during traditional classroom-located teaching, but do not help to increase their participation when the learning process is completely virtual and not complemented by regular classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Traynor:2003:SLM, author = "Carol Traynor and Maria McKenna", title = "Service learning models connecting computer science to the community", journal = j-SIGCSE, volume = "35", number = "4", pages = "43--46", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960523", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#TraynorM03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Service learning is an educational experience that enables students to apply material learned in the classroom by volunteering in a real-world situation. This paper provides a brief review of service learning and describes two models that the computer science department at Saint Anselm College implemented successfully.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clarke:2003:IES, author = "Faith Clarke and Han Reichgelt", title = "The importance of explicitly stating educational objectives in computer science curricula", journal = j-SIGCSE, volume = "35", number = "4", pages = "47--50", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960524", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#ClarkeR03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Designing an appropriate baccalaureate curriculum is a difficult and challenging process. The process becomes even harder in environments with severe resource limitation, as one is forced to make hard choices about which courses and topics to include in the curriculum. This paper describes the curriculum design efforts made in a small Computer Science Department at the Jamaica campus of the University of the West Indies. The effort started with a formulation of explicit program outcomes, which then guided the curriculum design. The paper also describes the reasons that led the department to embark on this curriculum design process and gives some of the benefits that the Department has seen as a result of its efforts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beaubouef:2003:WCS, author = "Theresa Beaubouef", title = "Why computer science students need language", journal = j-SIGCSE, volume = "35", number = "4", pages = "51--54", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960525", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Beaubouef03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Many students enter the field of computer science with misconceptions about the importance of communication skills. They often choose this field, thinking they will end up with jobs working alone or with other ``techies'' developing computer games, and not having to deal with people. These students often do not realize the significance of reading, writing, and speaking skills in computer science. This paper discusses several relevant areas of computer science, and explains why computer science students need skills covered in English, speech, technical writing, and even foreign language courses in order to achieve success as a computing professional.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Randall:2003:WCP, author = "Cindy H. Randall and Barbara Price and Han Reichgelt", title = "Women in computing programs: does the incredible shrinking pipeline apply to all computing programs?", journal = j-SIGCSE, volume = "35", number = "4", pages = "55--59", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960526", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#RandallPR03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Despite the fact that demand for employees with skills in computing still exceeds supply, there has been a steady decline in the number of women entering and graduating from computer science programs. Many attempts have been made to remedy the situation. A recurrent theme for both engineering and computer science programs is that programs can be made more attractive to women if they place a greater emphasis on applications of the technology. To date, most of the research on the under-representation of women has been conducted on computer science programs, and ignores the fact that many students enter the IT workplace with degrees in Information Systems (IS) or Information Technology (IT). Moreover, programs in IS and IT place a greater emphasis on applications. Given the reported importance of applications for the recruitment and retention of women, one might expect to see a higher participation of women in these programs. Using data obtained from baccalaureate or above institutions within the University System of Georgia, this paper shows that this indeed seems to be the case.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chung:2003:NPC, author = "Sei-Jong Chung", title = "Network protocols: correcting transmission errors of up to two bits", journal = j-SIGCSE, volume = "35", number = "4", pages = "60--62", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960527", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Chung03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "While the construction of Hamming Codes that can detect and correct 1-bit transmission errors has been illustrated [1], Hamming Codes that will detect and correct transmission errors of more than 1 bit remain yet to be constructed. In this paper, how to build Group Codes that can correct transmission errors of up to 2 bits will be shown. Note that transmission control protocols such as TCP/IP rely upon the notion of checksums``, a variation of Hamming Codes, for their transmission error correction. The ease and efficiency with which the group codes can be built will then be compared to those of Hamming Codes and Cyclic Redundancy Checking, the transmission error detection/correction schemes discussed in [1].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2003:POE, author = "Timothy J. Rolfe", title = "Program optimization: enforcement of local access and array access via pointers", journal = j-SIGCSE, volume = "35", number = "4", pages = "63--65", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960528", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Rolfe03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Matrix multiplication in linear algebra provides a useful problem through which one can investigate optimizations based on local access to memory rather than scattered access, and on the use of pointers in places of array subscripting. Benchmarking results favor a pointer-based implementation with a reordering of the three loops in the definition.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bernick:2003:TOO, author = "Jonathan P. Bernick", title = "A translation of the one-to-one relationship for introductory relational database courses", journal = j-SIGCSE, volume = "35", number = "4", pages = "66--67", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960529", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Bernick03a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The translation of the one-to-one relationship from the Entity/Relationship model to the relational model while preserving one-to-one correspondence between the members of the participating entity sets is a topic that has been neglected in introductory database textbooks. In this paper, we provide a simple method, intended for students taking a first course in relational database design, that accomplishes this without introducing nulls or violating the relational model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burnell:2003:ARL, author = "Lisa J. Burnell and John W. Priest and John R. Durrett", title = "Assessment of a resource limited process for multidisciplinary projects", journal = j-SIGCSE, volume = "35", number = "4", pages = "68--71", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960530", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BurnellPD03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "Collaborative multidisciplinary team based education is increasingly recognized as a necessary component in the preparation of technical students for the workplace. This article presents a quantified assessment of a limited-resource process for teaching software product development combining students in computer science, engineering, and business at multiple universities within existing curriculum. Results indicate that the approach is useful in a resource restricted setting, as well as a providing an evolutionary step to the development of full-scale curricular changes that aim to provide students the skills needed to function in an increasingly distributed, multidisciplinary product development environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Curran:2003:TSE, author = "William S. Curran", title = "Teaching software engineering in the computer science curriculum", journal = j-SIGCSE, volume = "35", number = "4", pages = "72--75", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960531", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Curran03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The goals of computer science department and software engineering courses are not always clear as they could be, and exactly how much of a computer science curriculum should be spent on software engineering topics at the expense of topics with more immediate relevance to computer science majors is far from clear. Computer science students are sometimes skeptical about the relevance of software engineering course topics, particularly those who have had some experience in industry. They report that the techniques and procedures covered in standard software engineering texts are seldom used in industry. There is not enough communication between Industry and Academia, and graduates often must be re-trained for their new jobs. This is a proposal for a modification in the approach to software engineering education for computer science majors, and for clarification of the goals of computer science programs, and calls for procedures to increase the relevancy of computer science and software engineering courses to meet the needs of industry.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pickard:2003:MDT, author = "Michael M. Pickard and Jason R. Adams", title = "Model determination tool {(MDT)}: a multipurpose software engineering learning utensil", journal = j-SIGCSE, volume = "35", number = "4", pages = "76--78", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960532", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#PickardA03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This paper describes a technique used in introductory undergraduate and graduate software engineering courses at Stephen F. Austin State University. It provided a team software development experience, encouraged enriched learning about software process models, served as the object of black-box testing, and gave students the opportunity to perform software maintenance activities that mimic real-life situations. A graduate software engineering class developed a tool to recommend consideration of appropriate software process models according to the responses to a small set of questions concerning the development environment and the nature of the project. Later, undergraduate classes performed black-box testing to determine whether the artifact performed correctly. More than a year after the original development, a second graduate class was challenged to perform maintenance actions on the product, about which none of the students had any knowledge or experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bell:2003:TDS, author = "Douglas Bell and Mehdi Mir-Ghasemi", title = "Teaching data structures using list boxes", journal = j-SIGCSE, volume = "35", number = "4", pages = "79--81", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960533", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BellM03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This paper suggests an approach to the initial teaching of data structures that uses GUI list boxes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saxon:2003:OOR, author = "Charles S. Saxon", title = "Object-oriented recursive descent parsing in {C\#}", journal = j-SIGCSE, volume = "35", number = "4", pages = "82--85", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960534", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Saxon03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "An object-oriented recursive descent parsing technique that is suitable for use in advanced programming classes where no language theory is required is presented. The C\# code for a calculator is shown as an example.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hunt:2003:UIP, author = "Kenny Hunt", title = "Using image processing to teach {CS1} and {CS2}", journal = j-SIGCSE, volume = "35", number = "4", pages = "86--89", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960535", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hunt03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The use of digital image processing techniques in undergraduate computer science curriculum has advantages in terms of motivating student interest and immediate, visual feedback of executed code. Although the standard Java distribution includes support for basic image processing operations, including the display of images, the complexity of the package renders it unsuitable for inexperienced programmers. This paper presents an extension to the built-in image processing package that is suitable for use in CS1 and CS2 courses and suggests ways that the package can be used to teach topics in these courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hu:2003:FAA, author = "Chenglie Hu", title = "A framework for applet animations with controls", journal = j-SIGCSE, volume = "35", number = "4", pages = "90--93", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960536", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Hu03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "A generic JavaTM applet animation with controls is presented in this paper. This framework implementation promotes software reusability in terms of applying modularity and factorization using inheritance, delegation, and template classes with cohesive methods. It can be used either as an example or a project in a typical object-oriented design and analysis class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruhn:2003:ATJ, author = "Russel E. Bruhn and Philip J. Burton", title = "An Approach to Teaching {Java} Using Computers", journal = j-SIGCSE, volume = "35", number = "4", pages = "94--99", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960537", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#BruhnB03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "This paper describes how the use of computers in the classroom (using studio teaching) can help students to better understand Java programming concepts during classroom presentations. Students learn by three methods: auditory, visual, and kinetic. Studio teaching uses all three methods, but relies mostly on the kinetic method. Students actually practice the programming concepts in the classroom on the computer as the instructor presents them. The studio teaching method helps the average-to-poor scholastic achievers the most, while high-achieving students seemed to do just as well with the typical lecture-style format. The disadvantage of studio teaching is that it is expensive to equip labs with computers, and more time is needed to present the material to the students. Also, it takes time for students to practice programming concepts on the computer in class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carter:2003:HSW, author = "Janet Carter and Kirsti Ala-Mutka and Ursula Fuller and Martin Dick and John English and William Fone and Judy Sheard", title = "How Shall We Assess This?", journal = j-SIGCSE, volume = "35", number = "4", pages = "107--123", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960539", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#CarterAFDEFS03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Techreports/UKent.bib; http://www.cs.kent.ac.uk/pubs/2003/1756", abstract = "Increased class sizes are forcing academics to reconsider approaches to setting and marking assessments for their students. Distributed and distance learning are creating some of the biggest changes. Some educators are embracing new technologies but others are more wary of what they do not know. In order to address this issue it is first necessary to investigate the types of assessment currently in use and the perceptions that are held by academics with and without experience of the new technologies that are becoming available. In this paper we present the findings of an international survey of Computer Science academics teaching a variety of topics within the discipline. The findings are split into two sections: a snapshot of current assessment practices and an analysis of respondents' perceptions of Computer Aided Assessment (CAA). Academics' opinions about the advantages and disadvantages of CAA are split in line with level of experience of using such techniques. Those with no experience of CAA suggest that it cannot be used to test higher-order learning outcomes and that the quality of the immediate feedback is poor; these negative opinions diminish as experience is gained.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", remark = "Article PDF author apparent order disagrees with ACM Portal database order.", submission-id = "890_1071143382", } @Article{Naps:2003:EEI, author = "Thomas L. Naps and Stephen Cooper and Boris Koldehofe and Charles Leska and Guido R{\"o}{\ss}ling and Wanda Dann and Ari Korhonen and Lauri Malmi and Jarmo Rantakokko and Rockford J. Ross and Jay Anderson and Rudolf Fleischer and Marja Kuittinen and Myles F. McNally", title = "Evaluating the educational impact of visualization", journal = j-SIGCSE, volume = "35", number = "4", pages = "124--136", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960540", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#NapsCKLRDKMRRAFKM03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alexander:2003:CSA, author = "Sylvia Alexander and Martyn Clark and Ken Loose and June Amillo and Mats Daniels and Roger D. Boyle and Cary Laxer and Dermot Shinners-Kennedy", title = "Case studies in admissions to and early performance in computer science degrees", journal = j-SIGCSE, volume = "35", number = "4", pages = "137--147", month = dec, year = "2003", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/960492.960541", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:05 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#AlexanderCLADBLS03; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2003.bib", abstract = "We present seven case-studies of undergraduate recruitment to Computer Science courses together with analysis of students' success during the early part of their study. We focus particularly upon qualification on entry, the subjects studied in the early university curriculum, and student grades. We find that while university admissions are complex processes, there exists sufficient commonality to permit some useful comparisons. These suggest that predicting undergraduate performance on the basis of entry qualifications is fraught. Nevertheless, it seems that students who arrive at university with a record of success in earlier studies may be more likely to succeed than otherwise. In particular, good grades in pre-university study may indicate that they are more likely to do well in the mathematical part of the university curriculum. Conversely, we find nothing in entry qualifications to indicate which students will be successful in the study of programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2004:CDF, author = "Mordechai (Moti) Ben-Ari", title = "The {Concorde} doesn't fly anymore", journal = j-SIGCSE, volume = "36", number = "1", pages = "1--1", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971301", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While computing technology has undoubtedly changed the world in which we live, the changes have been exaggerated. Talk of a hi-tech internet-driven revolution during the last decade is inaccurate from a historical perspective: (a) It belittles previous technological achievements; for example, the landings on the moon between 1969-1972 were achieved with less computing capability than a PDA has today. (b) So much of the ``new'' technology dates back thirty years or more; for example, how many of our students know when the first email was sent? This loss of historical perspective has led to demands for an artifact-driven curriculum that I believe is inadequate for the education of future computer scientists and computational engineers. (The latter is a new term I wish to propose for people engaged in the scientifically-based design and construction of systems that perform computations. It is linguistically modeled on the terms mechanical and electrical engineer, and is intended to take the place of the term software engineer.) A comparison of the CC2001 curriculum with the curriculum of a traditional, ``non-revolutionary'' engineering discipline points to what I believe the future of CS education should be.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{VanDeGrift:2004:CPP, author = "Tammy VanDeGrift", title = "Coupling pair programming and writing: learning about students' perceptions and processes", journal = j-SIGCSE, volume = "36", number = "1", pages = "2--6", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971306", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Pair Programming has been successful in many introductory computer science courses. Its success has manifested in increased retention rates, better performance on programming tasks, increased confidence, and decreased frustration. This paper highlights experiences using pair programming coupled with individual written reports in a large, introductory computer science course. Through analysis of survey data and written reports, our study shows that students perceive benefits in pair programming, such as those documented earlier (social structure, peer help, less frustration, reduced workload). Regarding the written reports, students cited benefits such as a chance to summarize their project, to reflect on the code, and to use new vocabulary. We discuss what we learn about students' processes, their challenges, and the resources they use for supporting their learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Katira:2004:UCS, author = "Neha Katira and Laurie Williams and Eric Wiebe and Carol Miller and Suzanne Balik and Ed Gehringer", title = "On understanding compatibility of student pair programmers", journal = j-SIGCSE, volume = "36", number = "1", pages = "7--11", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971307", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In recent years, educators have increasingly used pair programming in their computer science courses. Pair programming has been shown to be beneficial for both the teaching staff and the students in the courses. Occasionally, though, students are not compatible with their partners. An extensive study was done at the North Carolina State University to provide guidance on forming student pairs to improve the chances that pairs will be compatible and have a productive work relationship. We examined compatibility among freshman, advanced undergraduate, and graduate students. We have found that the students' perception of their partner's skill level has a significant influence on their compatibility. Graduate students work well with partners of similar actual skill level. Freshmen seem to work better with partners with different Myers Briggs personality type. Students' self-esteem does not appear to be a major contributor to pair compatibility.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Waite:2004:SCV, author = "William M. Waite and Michele H. Jackson and Amer Diwan and Paul M. Leonardi", title = "Student culture vs group work in computer science", journal = j-SIGCSE, volume = "36", number = "1", pages = "12--16", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971308", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our industrial advisory boards tell us that our students are well prepared technically, but they lack important group work skills. Simply adding project courses and requiring that assignments be done in groups has not improved the situation. A careful study of student culture in Computer Science has uncovered barriers to collaboration, which can be overcome only by pervasive changes in the way we approach our curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chmiel:2004:DNE, author = "Ryan Chmiel and Michael C. Loui", title = "Debugging: from novice to expert", journal = j-SIGCSE, volume = "36", number = "1", pages = "17--21", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971310", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We conducted a study to demonstrate that formal training in debugging helps students develop skills in diagnosing and removing defects from computer programs. To accomplish this goal in an assembly language course, we designed multiple activities to enhance students' debugging skills. These activities included debugging exercises, debugging logs, development logs and reflective memos, and collaborative assignments. In a previous paper, we reported positive qualitative results. Students agreed that formal debugging training enhanced their debugging skills. In this paper, we present positive quantitative results that support our previous qualitative results. Students who completed the optional debugging exercises spent significantly less time on debugging their programs than those who did not. Furthermore, we develop a model of debugging abilities and habits based on students' comments in their debugging logs, development logs, reflective memos, and evaluation surveys. Students and educators could use the model to diagnose students' current debugging skills and take actions to enhance their skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Etheredge:2004:CPL, author = "Jim Etheredge", title = "{CMeRun}: program logic debugging courseware for {CS1\slash CS2} students", journal = j-SIGCSE, volume = "36", number = "1", pages = "22--25", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971311", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is generally known that most, if not all, beginning programming students have difficulty understanding and debugging programs. For many students the primary problem is that when a program executes, it is essentially a ``black box''. They know what they think they wrote, but their only clues to logic errors come from watching the output of the program. If there are problems, it is difficult for inexperienced programmers to trace the problem back to the source of the error(s). This paper presents CMeRun, a tool that allows the user to see each statement in a program as it executes. This tool will allow beginning students to master coding and debugging skills much faster since it allows them to ``look into'' a program as it executes. Having this kind of insight into program execution will improve understanding, decrease development time, and reduce student frustration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edwards:2004:UST, author = "Stephen H. Edwards", title = "Using software testing to move students from trial-and-error to reflection-in-action", journal = j-SIGCSE, volume = "36", number = "1", pages = "26--30", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971312", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Introductory computer science students rely on a trial and error approach to fixing errors and debugging for too long. Moving to a reflection in action strategy can help students become more successful. Traditional programming assignments are usually assessed in a way that ignores the skills needed for reflection in action, but software testing promotes the hypothesis-forming and experimental validation that are central to this mode of learning. By changing the way assignments are assessed--where students are responsible for demonstrating correctness through testing, and then assessed on how well they achieve this goal--it is possible to reinforce desired skills. Automated feedback can also play a valuable role in encouraging students while also showing them where they can improve.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCrickard:2004:DSE, author = "D. Scott McCrickard and C. M. Chewar and Jacob Somervell", title = "Design, science, and engineering topics?: teaching {HCI} with a unified method", journal = j-SIGCSE, volume = "36", number = "1", pages = "31--35", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971314", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Reacting to challenges that have been observed in human-computer interaction (HCI) education, as well as the multidisciplinary design, science, and engineering underpinnings, we investigate a pedagogical approach based on case methods. Our study of various case method techniques in an undergraduate HCI class provides insights into challenges that can be expected in the employment of case methods, student learning outcomes, and considerations for HCI curriculum planning. In general, case methods show great promise with a wide variety of topics, and we present broad recommendations for future work that will improve integration of HCI professional practice, research, and education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosson:2004:CST, author = "Mary Beth Rosson and John M. Carroll and Con M. Rodi", title = "Case studies for teaching usability engineering", journal = j-SIGCSE, volume = "36", number = "1", pages = "36--40", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971315", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A challenge in teaching usability engineering is providing appropriate hands-on project experience. Students need projects that are realistic enough to address meaningful issues, but manageable within one semester. We describe our use of online case studies to motivate and model course projects in usability engineering. The cases illustrate scenario-based usability methods, and are accessed via a custom browser. We summarize the content and organization of the case studies, several case-based learning activities, and students' reactions to the activities. We conclude with a discussion of future directions for case studies in HCI education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leventhal:2004:TPU, author = "L. M. Leventhal and J. Barnes and J. Chao", title = "Term project user interface specifications in a usability engineering course: challenges and suggestions", journal = j-SIGCSE, volume = "36", number = "1", pages = "41--45", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971316", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Term projects in an undergraduate Usability Engineering (UE) course provide opportunities for students to put the abstract ideas of what they have learned in class into practice. Projects provide students with opportunities to learn that the process of usability engineering is rarely as smooth as it would seem in the abstract. Moreover, term projects give students the opportunity to learn about specific methodologies and notations. One critical phase of the term project is the user interface specification; in our undergraduate UE course we have found the specification phase to be a significant pedagogic challenge. Key elements to that challenge are: (1) Presenting the project requirements in such a way that the students can generate a specification, (2) Defining the form and format for student work, (3) Teaching the process of specification and (4) Assessing the students' work. In this paper, we describe our approach to each of these four challenges. Since 1996, we have had good success with our approach; however, student data suggests that students still find the UE specification process difficult. In Spring 2003, we added some extra steps in our process that seem to lead to greater student understanding and success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2004:NA, author = "Nick Parlante and David Matuszek and Jeff Lehman and David Reed and John K. Estell and Donald Chinn", title = "Nifty assignments", journal = j-SIGCSE, volume = "36", number = "1", pages = "46--47", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971318", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2004:TAN, author = "Steve Cunningham and Ernest McDuffie and Harriet Taylor", title = "Taking advantage of national science foundation funding opportunities", journal = j-SIGCSE, volume = "36", number = "1", pages = "48--48", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971319", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session will highlight programs in the National Science Foundation EHR Division of Undergraduate Education and CISE Division of Experimental and Integrative Activities that are of interest to college faculty, discussing the requirements and guidelines for programs in these areas. It will include a presentation of the characteristics of a competitive proposal and the proposal and review processes, and participants will be encouraged to explore their ideas with the presenters.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lawson:2004:ITA, author = "Eydie Lawson and Doris K. Lidtke and Barbara Price", title = "Information technology accreditation activities", journal = j-SIGCSE, volume = "36", number = "1", pages = "49--50", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971320", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Programs in Information Technology (IT) have begun at many universities over the past decade and many are now eager for accreditation. This paper describes the activities undertaken in preparation for accreditation of IT programs by the Computing Accreditation Commission of ABET.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Golub:2004:HST, author = "Evan Golub", title = "Handwritten slides on a {tabletPC} in a discrete mathematics course", journal = j-SIGCSE, volume = "36", number = "1", pages = "51--55", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971322", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There are a wide variety of ways to present information at the front of a classroom. These include chalk on a blackboard, markers on a whiteboard, pens on transparencies, and computer projection systems. While computer-based presentation systems provide many opportunities both in and out of the classroom, there may also be many limitations. In-class spontaneity and dynamic exposition might be restricted. Class preparation time might increase dramatically when compared to the amount required to prepare handwritten materials. Certain presentation techniques may no longer be available. This paper will introduce a computer-based presentation system modeled on handwritten transparencies. It will then discuss how it addresses the above issues as well as how it can be used in and out of the classroom. These will be explored in the context of its use while teaching an undergraduate discrete mathematics course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2004:ETP, author = "Richard Anderson and Ruth Anderson and Beth Simon and Steven A. Wolfman and Tammy VanDeGrift and Ken Yasuhara", title = "Experiences with a tablet {PC} based lecture presentation system in computer science courses", journal = j-SIGCSE, volume = "36", number = "1", pages = "56--60", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971323", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science instructors frequently teach using slides displayed with a computer and a data projector. This has many advantages, e.g., ability to present prepared materials and ease of switching the display to a development environment during mid-presentation. However, existing computer-based presentation systems severely limit flexibility in delivery, hindering instructors' extemporaneous adaptation of their presentations to match their audiences. One major limitation of computer-based systems is lack of support for high-quality handwriting over slides, as with overhead projectors and other manual presentation systems. We developed and deployed Classroom Presenter, a Tablet PC-based presentation system that (1) combines the advantages of existing computer-based and manual presentation systems and (2) builds on these systems, introducing novel affordances. Classroom Presenter has been used in 25 Computer Science courses at three universities. In this paper we describe the system, summarize results from its deployment, and detail several novel uses of the system by instructors in computer science courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Berque:2004:UPB, author = "Dave Berque and Terri Bonebright and Michael Whitesell", title = "Using pen-based computers across the computer science curriculum", journal = j-SIGCSE, volume = "36", number = "1", pages = "61--65", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971324", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our use of pen-based electronic classrooms to enhance several computer science courses. After presenting our motivation for undertaking this work, and its relevance to the growing interest in using tablet PC's in the classroom, we present an overview of our use of this technology to engage students during class. Finally, we present the students' reaction to the approach as measured through attitude surveys and a focus group.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Herrmann:2004:ACR, author = "Nira Herrmann and Jeffrey L. Popyack and Bruce Char and Paul Zoski", title = "Assessment of a course redesign: introductory computer programming using online modules", journal = j-SIGCSE, volume = "36", number = "1", pages = "66--70", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971326", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We assess the effectiveness of an extensive redesign of the first Computer Programming course offered to computer science and computer engineering majors. Our goals were to improve student learning while reducing costs by making use of substantial Web-based course material and course management tools, including multi-level online modules that individualize instruction and enable students to self-schedule learning each week. DFW rates and costs were significantly reduced by the redesign.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McDonald:2004:SAS, author = "Merry McDonald and Brian Dorn and Gary McDonald", title = "A statistical analysis of student performance in online computer science courses", journal = j-SIGCSE, volume = "36", number = "1", pages = "71--74", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971327", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "During the past few years the number of courses offered online has greatly increased as technology has made delivery of such courses feasible. This paper discusses the experiences of the authors in teaching online courses for upper-division computer science students and reports results of a study comparing success of students in online courses to students in traditional courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moskal:2004:EEN, author = "Barbara Moskal and Deborah Lurie and Stephen Cooper", title = "Evaluating the effectiveness of a new instructional approach", journal = j-SIGCSE, volume = "36", number = "1", pages = "75--79", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971328", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the evaluation of an NSF-sponsored educational research project. The primary focus of this project was to develop and evaluate a course curriculum designed to improve retention and performance for ``at risk'' introductory computer science majors. The results of this research suggest that the newly developed course and curriculum materials did improve students' performance and retention in computer science and their attitudes towards computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Diwan:2004:PDS, author = "Amer Diwan and William M. Waite and Michele H. Jackson", title = "{PL-detective}: a system for teaching programming language concepts", journal = j-SIGCSE, volume = "36", number = "1", pages = "80--84", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971330", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The educational literature recognizes that people go through a number of stages in their intellectual development. During the first stage, called received knowledge or dualism, people expect knowledge to be handed to them by authority figures (thus ``received'') and think in terms of black and white (thus ``dualism''). Our experience indicates that many computer science students are at this first stage of learning. To help students move beyond this stage, we describe a system and strategy, the PL-detective, to be used in a ``concepts of programming languages'' course. Assignments using this system directly confront students with the notion that there are often multiple equally good answers and that discussion with students (rather than asking the instructor) is an effective way of learning how to reason.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Phillips:2004:HPL, author = "Andrew T. Phillips", title = "Highlighting programming language issues using mixed language programming in {Maple} and {C}", journal = j-SIGCSE, volume = "36", number = "1", pages = "85--89", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971331", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Three examples using mixed language programming in Maple and C are provided for the express purpose of highlighting, in a practical way, various issues normally discussed in a traditional programming languages class only as theoretical concepts. The three examples highlight concepts in parameter passing techniques, storage order choices, native machine types and sizes, and the handling of single and multi-dimensional arrays when dealing with legacy code.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fernandes:2004:TSP, author = "Eric Fernandes and Amruth N. Kumar", title = "A tutor on scope for the programming languages course", journal = j-SIGCSE, volume = "36", number = "1", pages = "90--93", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971332", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In order to facilitate problem-based learning in our Programming Languages course, we developed a tutor on static and dynamic scope. Static scope includes the scope of variables, the referencing environment of procedures and the scope of procedure names in a language that permits nesting of procedure definitions (e.g., Pascal, Ada). Dynamic scope includes the scope of variables, and the referencing environment of procedures. In this paper, we will describe the design of our tutor, and present the results of evaluating it for two semesters in our Programming Languages course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DePalma:2004:CCS, author = "Paul {De Palma} and Charles Frank and Suzanne Gladfelter and Joshua Holden", title = "Cryptography and computer security for undergraduates", journal = j-SIGCSE, volume = "36", number = "1", pages = "94--95", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971334", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The panel discusses solutions to the problem of computer security education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fincher:2004:SSP, author = "Sally Fincher", title = "{SIGCSE} special projects showcase", journal = j-SIGCSE, volume = "36", number = "1", pages = "96--97", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971336", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session showcases the projects that have received support from a SIGCSE Special Project Award in the previous year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Baldwin:2004:SRS, author = "Doug Baldwin and Bill Marion and Henry Walker", title = "Status report on the {SIGCSE} committee on the implementation of a discrete mathematics course", journal = j-SIGCSE, volume = "36", number = "1", pages = "98--99", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971337", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2004:SDR, author = "Michael R. Wick and Daniel E. Stevenson and Andrew T. Phillips", title = "Seven design rules for teaching students sound encapsulation and abstraction of object properties and member data", journal = j-SIGCSE, volume = "36", number = "1", pages = "100--104", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971339", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Because encapsulation is a difficult concept for students to implement correctly, we propose a set of seven software design rules to be used as an aid for teaching the appropriate design and use of encapsulation of object properties.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Andrianoff:2004:AOT, author = "Steven K. Andrianoff and Dalton R. Hunkins and David B. Levine", title = "Adding objects to the traditional {ACM} programming contest", journal = j-SIGCSE, volume = "36", number = "1", pages = "105--109", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971340", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Programming contests have a long established role as co-curricular activities. But as programming methodology has changed, the programming contest problems have not reflected these changes. In this paper, we describe a way to modernize the traditional ACM-style contest while preserving the problem solving aspects. We do so by introducing a new type of problem that requires that solutions interact with pre-defined classes. We discuss the effects of this change on a contest conducted for high school students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2004:GSI, author = "Stuart Hansen", title = "The game of set\reg{}: an ideal example for introducing polymorphism and design patterns", journal = j-SIGCSE, volume = "36", number = "1", pages = "110--114", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971341", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an object--oriented design for a solitaire version of the game of Set\reg{} The design is responsibility driven and illustrates polymorphism and several fundamental design patterns, including Flyweight, Strategy and Factory. It introduces each of these to solve particular problems within the design. The direct application of these concepts and the interest our students show in the game make Set an ideal example for classroom discussions and assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2004:DCL, author = "Eric Roberts", title = "The dream of a common language: the search for simplicity and stability in computer science education", journal = j-SIGCSE, volume = "36", number = "1", pages = "115--119", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971343", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In recent years, the languages, paradigms, and tools used to teach computer science have become increasingly complex. This added complexity puts pressure on designers of introductory courses, who must cover more material in an already overcrowded syllabus. The problem of complexity is exacerbated by the fact that languages and tools change quickly, which leads to profound instability in the manner in which computer science is taught. The situation has reached a point where it is difficult for individual computer science teachers to keep up. This paper examines the factors that promote complexity and instability in computer science. It then goes on to argue that we, as educators, must take responsibility for breaking this cycle of rapid obsolescence by developing a stable and effective collection of Java-based teaching resources that will meet the needs of the computer science education community. Such an initiative is already in progress under the direction of a special task force appointed by the ACM Education Board. The charter and current plans for that task force are being presented in a special session at this symposium.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mahmoud:2004:RIC, author = "Qusay H. Mahmoud and W{\l}odek Dobosiewicz and David A. Swayne", editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas L. Naps", title = "Redesigning Introductory Computer Programming with {HTML}, {JavaScript}, and {Java}", journal = j-SIGCSE, volume = "36", number = "1", pages = "120--124", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/971300.971344; https://doi.org/10.1145/1028174.971344", ISBN = "1-58113-798-2", ISBN-13 = "978-1-58113-798-9", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#MahmoudDS04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "In this paper we describe our experience in the design and teaching of a new evolutionary introductory programming course in a new Distributed Computing and Communications Systems Technology program at the University of Guelph-Humber. This course is evolutionary and innovative because it integrates the use of HTML, JavaScript, and Java in a one-semester introductory computer programming course. This is a marked departure from the use of a single conventional, general purpose, programming language such as Java or C++. The course is designed with two goals in mind: to improve the students experience in their first computer programming; and to achieve retention in the new program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2004:FS, author = "Timothy Davis and Robert Geist and Sarah Matzko and James Westall", title = "$ \tau \acute {\epsilon } \chi \nu \eta $: a first step", journal = j-SIGCSE, volume = "36", number = "1", pages = "125--129", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971345", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A new approach to the design of the computing curriculum for a Bachelor of Arts degree is described. The approach relies extensively on problem-based instruction and computer graphics to teach key concepts in computer science. The novelty arises from the magnitude and origin of the problems to be integrated into the curriculum and the breadth of the impact across the curriculum. Results from a trial course, the first experiment with the new approach, are described. The course, Tools and Techniques for Software Development, is a sophomore-level course in programming methodology. Construction of a ray-tracing system (for generating synthetic images) was the vehicle chosen for the instruction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Neff:2004:ABC, author = "Norman Neff", title = "Attribute based compiler implemented using visitor pattern", journal = j-SIGCSE, volume = "36", number = "1", pages = "130--134", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971347", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In our compiler course for undergraduate students, we use a class of attribute grammars to specify type information, target code, and other properties calculated for the source program. In the design of the compiler, a modification of the visitor design pattern allows us to transparently compute the attributes. Within our framework, implementation is straightforward; the emphasis of the course shifts to theory and specification. In several offerings of the course, students have implemented parts of a highly modular compiler for a small, statically typed object oriented language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vieira:2004:LEH, author = "Luiz Filipe M. Vieira and Marcos Augusto M. Vieira and Newton J. Vieira", title = "Language emulator, a helpful toolkit in the learning process of computer theory", journal = j-SIGCSE, volume = "36", number = "1", pages = "135--139", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971348", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Language Emulator, written in Java, is a toolkit to help undergraduate students to understand the concepts of Automata Theory. The software allows the manipulation of regular expressions, regular grammars, deterministic finite automata, nondeterministic finite automata with and without lambda transitions, and Moore and Mealy machines. Language Emulator introduces error-detecting and internationalization functionalities into automata tools. It has been accepted by 95\% of students in a recent survey, indicating that it is a helpful toolkit in learning Automata Theory.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cavalcante:2004:VIA, author = "Ryan Cavalcante and Thomas Finley and Susan H. Rodger", title = "A visual and interactive automata theory course with {JFLAP} 4.0", journal = j-SIGCSE, volume = "36", number = "1", pages = "140--144", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971349", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe the instructional software JFLAP 4.0 and how it can be used to provide a hands-on formal languages and automata theory course. JFLAP 4.0 doubles the number of chapters worth of material from JFLAP 3.1, now covering topics from eleven of thirteen chapters for a semester course. JFLAP 4.0 has easier interactive approaches to previous topics and covers many new topics including three parsing algorithms, multi-tape Turing machines, L-systems, and grammar transformations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rountree:2004:PSS, author = "Nathan Rountree and Tamar Vilner and Brenda Cantwell Wilson and Roger Boyle", title = "Predictors For success in studying {CS}", journal = j-SIGCSE, volume = "36", number = "1", pages = "145--146", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971351", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldweber:2004:RBCa, author = "Michael Goldweber and Martyn Clark and Sally Fincher", title = "The relationship between {CS} education research and the {SIGCSE} community", journal = j-SIGCSE, volume = "36", number = "1", pages = "147--148", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chase:2004:ATB, author = "J. D. Chase and Dennie Templeton and Michael Peterson and Carlotta Eaton and Diane Wolff and Edward G. Okie", title = "Articulation through a body of knowledge: a report on an {NSF ATE} project involving {Radford University} and the {Virginia Community College System}", journal = j-SIGCSE, volume = "36", number = "1", pages = "149--150", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frens:2004:TTT, author = "Jeremy D. Frens", editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas L. Naps", title = "Taming the Tiger: Teaching the Next Version of {Java}", journal = j-SIGCSE, volume = "36", number = "1", pages = "151--155", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971356; https://doi.org/10.1145/971300.971356", ISBN = "1-58113-798-2", ISBN-13 = "978-1-58113-798-9", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#Frens04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The next version of the Java language (Software Development Kit 1.5) will include generics, an enhanced for loop, boxing and unboxing of primitive types, typesafe enumerated types, static import, variable arguments, and metadata. This new version is a significant change of the language itself, adding many features that will impact the use of Java in computer science curricula. Fortunately, this new version provides several features that instructors have wanted in the language from its beginning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reis:2004:TPI, author = "Charles Reis and Robert Cartwright", title = "Taming a professional {IDE} for the classroom", journal = j-SIGCSE, volume = "36", number = "1", pages = "156--160", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971357", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An important question that must be addressed in a coherent computing curriculum is which programming environments to use across the curriculum. For Java, currently the most widely used language in computing education, a wide variety of professional integrated development environments (IDEs) are available---including the increasingly popular, open-source Eclipse environment. Professional IDEs for Java work well in advanced courses, but they are poorly matched to introductory courses because they deluge beginning students with a complex array of features. In addition, professional IDEs fail to shield students from distracting complications like the Java command line interface and Java console I/O. For this reason, many educators favor using a ``pedagogic'' IDE such as BlueJ or DrJava to provide a gentle introduction to the mechanics of Java programming. To eliminate the gap between pedagogic and professional IDEs for Java, we have developed a plug-in for Eclipse that supports exactly the same programming interface as DrJava. It features an Interactions pane for evaluating program statements and expressions ``on the fly'' as in DrJava. With this plug-in, Eclipse is accessible to beginning programmers. In this configuration, Eclipse is a suitable vehicle for teaching introductory programming--enabling Eclipse to be used across the entire spectrum of the computing curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Proulx:2004:JIT, author = "Viera K. Proulx and Richard Rasala", editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas L. Naps", title = "{Java IO} and testing made simple", journal = j-SIGCSE, volume = "36", number = "1", pages = "161--165", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971358; https://doi.org/10.1145/971300.971358", ISBN = "1-58113-798-2", ISBN-13 = "978-1-58113-798-9", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#ProulxR04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "We present software tools that support robust input processing and comprehensive testing in Java. The software includes the JPT library that supports error-checked typed input via console or GUI for all primitive types. This provides a robust encapsulation of typical interactive input requests encountered in introductory programming courses. The Java Power Framework and its extension allow the user to develop a comprehensive test suite independent of the target classes. The type-safe input framework allows us to implement an external iterator interface for several types of input data sources, including the console, a GUI, a file, and an internal data structure. Student's programs that implement various algorithms can then process data independently of its source: running tests on existing data structures; creating inputs interactively; or running stress tests and timing tests on large input files.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCann:2004:CSC, author = "Lester I. McCann", title = "Contemplate sorting with columnsort", journal = j-SIGCSE, volume = "36", number = "1", pages = "166--169", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The efficiency of Internet search engines has made it trivial for students to find implementations of standard algorithms. This fact has led computer science educators to be more creative with their assignments to encourage students to create their own implementations. Unfortunately, excessive creativity can obscure learning objectives, particularly for less insightful students. We demonstrate that recasting the parallel sorting algorithm Columnsort for a uniprocessor environment provides the foundation for a variety of sorting assignments that can engage students while not obscuring educational objectives.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roussos:2004:TGF, author = "Constantine Roussos", title = "Teaching growth of functions using equivalence classes: an alternative to big {O} notation", journal = j-SIGCSE, volume = "36", number = "1", pages = "170--174", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971361", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Understanding growth of functions using the standard big O definition and notation is a challenge for many undergraduate students. This paper {$<$ ol$>$} presents an approach to teaching growth of functions that utilizes equivalence classes and partial ordering, identifies those mathematical concepts students should comprehend in order to understand the principles underlying growth of functions, demonstrates pedagogical inadequacies in existing order of complexity notation and definitions and gives a rationale for restricting functions under consideration to positive-valued, monotonic increasing. {$<$}/ol", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shaffer:2004:BPF, author = "Clifford A. Shaffer", title = "Buffer pools and file processing projects for an undergraduate data structures course", journal = j-SIGCSE, volume = "36", number = "1", pages = "175--178", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a family of programming projects appropriate to a sophomore-level data structures course, centered around the concept of a buffer pool serving as the access intermediary to a disk file. These projects provide a meaningful vehicle for practicing object-oriented design techniques and teach fundamental material on file processing and manipulating binary data. I begin with a concrete example, a heap stored on disk and mediated by a buffer pool. Several important intellectual concepts introduced by such a project are enumerated. Significant extensions and alternatives to the basic project are then described. I conclude with some observations on the role of file processing in modern CS curricula, and the significance of recent trends away from coverage of these topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2004:IWC, author = "Lisa Kaczmarczyk and Gerald Kruse and Dian Rae Lopez and Deepak Kumar", title = "Incorporating writing into the {CS} curriculum", journal = j-SIGCSE, volume = "36", number = "1", pages = "179--180", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burge:2004:PCU, author = "Mark Burge", title = "Pervasive computing in the undergraduate curriculum", journal = j-SIGCSE, volume = "36", number = "1", pages = "181--182", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Begel:2004:KLC, author = "Andrew Begel and Daniel D. Garcia and Steven A. Wolfman", title = "Kinesthetic learning in the classroom", journal = j-SIGCSE, volume = "36", number = "1", pages = "183--184", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pollock:2004:IHS, author = "Lori Pollock and Kathleen McCoy and Sandra Carberry and Namratha Hundigopal and Xiaoxin You", title = "Increasing high school girls' self confidence and awareness of {CS} through a positive summer experience", journal = j-SIGCSE, volume = "36", number = "1", pages = "185--189", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971369", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the design, implementation, and impact evaluation of a summer program designed to attract high school girls to entering an information technology field for their college major. Our main contributions include an analysis of immediate and longer term surveys from both the student participants and the female teaching assistants, curriculum and pedagogy highlights of the program, and lessons learned from the planning and implementation experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rich:2004:CCD, author = "Lauren Rich and Heather Perry and Mark Guzdial", title = "A {CS1} course designed to address interests of women", journal = j-SIGCSE, volume = "36", number = "1", pages = "190--194", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971370", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Literature on women in computing points out that computer science is not being effective at attracting and retaining women. Introduction to Media Computation is a new CS1 aimed especially at non-majors which was designed explicitly to address the concerns of women in computer science, such as the lack of relevance and creativity. The course is contextualized around the theme of manipulating and creating media. Of the 121 students who took the course (2/3 female), only three students dropped (all male), and 89\% completed the course with a grade C or better. This paper presents data from interviews with women in the Media Computation class, then contrasts with interviews in a more traditional CS1.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Irani:2004:UGC, author = "Lilly Irani", title = "Understanding gender and confidence in {CS} course culture", journal = j-SIGCSE, volume = "36", number = "1", pages = "195--199", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Women in the first systems course in Stanford's CS core find themselves in a divided culture in which they are a minority. For these women, establishing an identity of competence becomes critical to defining a place in the CS culture and establishing legitimacy. Social factors such as gendered self-presentation and communication, rather than objective measures of ability, plays a large role in developing confidence. Only by understanding the role of such social factors can we develop strategies for creating a more inclusive CS culture in which women may thrive. Findings are drawn from surveys, interviews, and five years of enrollment data.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holliday:2004:CAU, author = "Mark A. Holliday and David Luginbuhl", title = "{CS1} assessment using memory diagrams", journal = j-SIGCSE, volume = "36", number = "1", pages = "200--204", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971373", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Understanding the execution of an object-oriented program can be a challenge for a student starting a CS1 course. We believe that a type of diagram that we call a memory diagram can aid the student in understanding object-oriented programming and can assist the instructor in assessing the student's understanding. Memory diagrams focus on how, in an abstract sense, the memory of the machine changes as the program executes. Though memory diagrams are a simple idea, by careful use of shape and placement, a number of key points about the meaning of a program fragment can be conveyed visually. We have found a correlation between a student's ability to construct these diagrams and that student's comprehension of object-oriented concepts. We feel that this correlation indicates that memory diagrams can be used as an assessment technique that, in turn, can be used to improve student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ellsworth:2004:QS, author = "Christopher C. Ellsworth and James B. {Fenwick, Jr.} and Barry L. Kurtz", title = "The {Quiver System}", journal = j-SIGCSE, volume = "36", number = "1", pages = "205--209", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Quiver (QUIz VERification) System is an Internet server for building, maintaining, and administering programming quizzes. It is similar to the online judges used for programming contests but differs in that it targets the classroom use of programming quizzes as a teaching aid and evaluation tool. It can provide very detailed feedback regarding quiz behavior so that the student can debug her program. This system is developed as part of the grant ``Intra-Curriculum Software Engineering Education'' funded by the National Science Foundation (DUE 0127439).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Daly:2004:AAP, author = "Charlie Daly and John Waldron", title = "Assessing the assessment of programming ability", journal = j-SIGCSE, volume = "36", number = "1", pages = "210--213", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A recent study [7] has shown that many computing students are not able to develop straightforward programs after the introductory programming sequence. Normal student assessment should have highlighted this problem, it did not, therefore normal assessment of programming ability does not work. We examine why current assessment methods (written exams and programming assignments) are faulty. We investigate another method of assessment (the lab exam) and show that this form of assessment is more accurate. We explain why accurate assessment is essential in order to encourage students to develop programming ability.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klassner:2004:ELI, author = "Frank Klassner", title = "Enhancing {Lisp} instruction with {RCXLisp} and robotics", journal = j-SIGCSE, volume = "36", number = "1", pages = "214--218", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971377", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the RCXLisp library, an extension to Common Lisp that allows students to investigate a broad range of artificial intelligence and computer science topics using the LEGO MindStorms\reg{} platform. The library has two features that distinguish it from other third-party packages and languages designed by academics and hobbyists for programming the MindStorms platform. The first is that it supports both remote control and on-board programming of MindStorms robots. The second is that it supports targeted communication between multiple LEGO robots and command-center desktops. The package is also the only one to be integrated into most popular Common Lisp programming environments. This paper also summarizes student experiences with the package over the years 2000-2003 in an Artificial Intelligence course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2004:UGD, author = "Leen-Kiat Soh", title = "Using game days to teach a multiagent system class", journal = j-SIGCSE, volume = "36", number = "1", pages = "219--223", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Multiagent systems is an attractive problem solving approach that is becoming ever more feasible and popular in today's world. It combines artificial intelligence (AI) and distributed problem solving to allow designers (programmers and engineers alike) to solve problems otherwise deemed awkward in traditional approaches that are less flexible and centralized. In the Fall semester of 2002, I introduced a new game-based technique to my Multiagent Systems class. The class was aimed for seniors (with special permission) and graduate students in Computer Science, covering some breadth and depth of issues in multiagent systems. One of the requirements was participation in four Game Days. On each Game Day, student teams competed against each other in games related to issues such as auction, task allocation, coalition formation, and negotiation. This article documents my designs of and lessons learned from these Game Days. The Game Days were very successful. Through role-playing, the students were motivated and learned about multiagent systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hill:2004:DTE, author = "John M. D. Hill and Kenneth L. Alford", title = "A distributed task environment for teaching artificial intelligence with agents", journal = j-SIGCSE, volume = "36", number = "1", pages = "224--228", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is not uncommon to teach Artificial Intelligence (AI) by asking students to implement agents that embody intelligent behavior. This helps students gain a fuller understanding of the many concepts taught in the course. There are two issues with this approach that deserve attention. First, students come into an AI course knowing how to program in different languages and having different levels of programming ability. Second, it's useful for the students to have a single task environment for all of the agents they program. A solution to both issues lies in a distributed system where the agents are clients communicating with a server that handles a configurable task environment. This allows the students to program their agents in any language and on any platform they desire, so long as they can communicate with the task environment server. If the task environment can be configured to provide additional levels of complexity and difficulty, this allows students to program at a level they are comfortable with. They can then challenge themselves by incorporating more advanced capabilities into their agents. This paper presents just such a distributed and configurable task environment that was developed for an undergraduate AI course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burhans:2004:BUC, author = "Debra T. Burhans and Matt DeJongh and Travis E. Doom and Mark LeBlanc", title = "Bioinformatics in the undergraduate curriculum: opportunities for computer science educators", journal = j-SIGCSE, volume = "36", number = "1", pages = "229--230", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dougherty:2004:PTF, author = "John P. Dougherty and Thomas B. Horton and Daniel D. Garcia and Susan H. Rodger", title = "Panel on teaching faculty positions", journal = j-SIGCSE, volume = "36", number = "1", pages = "231--232", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2004:RSU, author = "Eric Roberts", editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas L. Naps", title = "Resources to Support the Use of {Java} in Introductory Computer Science", journal = j-SIGCSE, volume = "36", number = "1", pages = "233--234", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971384; https://doi.org/10.1145/971300.971384", ISBN = "1-58113-798-2", ISBN-13 = "978-1-58113-798-9", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#Roberts04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2004:WCA, author = "Owen Astrachan", title = "Why i care about programming and how to teach it", journal = j-SIGCSE, volume = "36", number = "1", pages = "235--235", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971302", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This is the thirty-fifth SIGCSE conference. Off-by-one bugs notwithstanding, it seems safe to assume that the members of the SIGCSE community have been teaching programming for at least 35 years. Have we improved the teaching of programming in that time? We have changed languages, we have occasionally changed paradigms, and the platform we use to teach programming is effectively infinitely more powerful than it was 35 years ago. However, if we use the SIGCSE proceedings as a snapshot of the state-of-the-art in teaching programming, it's possible to take a view that ``the more things change the more they remain the same.'' In this talk I'll review what the community has had to say about teaching programming and what it is saying today. The community does not always speak in one voice, but there are established trends that illuminate what we as a community view as important. In 1974 David Gries discussed how we should teach programming and used this analogy: ``Suppose you attend a course in cabinet making. The instructor briefly shows you a saw, a plane, a hammer, and a few other tools, letting you use each one for a few minutes. He next shows you a beautifully-finished cabinet. Finally, he tells you to design and build your own cabinet and bring him the finished product in a few weeks. You would think he was crazy!'' As part of this talk I will demonstrate how I teach program-building and why I think that if we do not program in front of our students we cannot effectively teach programming. I hope to convince you that programming should be taught by demonstration and that I am not crazy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McKinney:2004:HWP, author = "Dawn McKinney and Leo F. Denton", title = "{Houston}, we have a problem: there's a leak in the {CS1} affective oxygen tank", journal = j-SIGCSE, volume = "36", number = "1", pages = "236--239", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971386", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The affective domain can be used to support the internalization of cognitive content and foster the development of curriculum and industry-related interests, attitudes, values, and practices. This study investigated correlations between affective factors and course grade. Interest, perceived competence, effort, lack of pressure, and value correlated significantly with CS1 course grades. Moreover, this study investigated the levels of these factors over the course of CS1. Almost all of the levels of these significant factors decreased significantly during the CS1 course as measured by pretests and posttests. Results of this study further indicated that the use of specific affective objectives and instructional strategies lessened these decreases.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ventura:2004:WCS, author = "Phil Ventura and Bina Ramamurthy", title = "Wanted: {CS1} students. no experience required", journal = j-SIGCSE, volume = "36", number = "1", pages = "240--244", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports research on the effect of prior programming experience on success in an objects-first CS1. In an objects-first, approach students are taught from the very beginning to think in terms of objects and the fundamentals of object-oriented programming, encapsulation, inheritance, and polymorphism. These concepts are introduced before traditional selection and iterative constructs. The finding that students with prior programming experience do not do better than those without such experience flies in the face of conventional wisdom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Braught:2004:CEC, author = "Grant Braught and Craig S. Miller and David Reed", title = "Core empirical concepts and skills for computer science", journal = j-SIGCSE, volume = "36", number = "1", pages = "245--249", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971388", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Educators are increasingly acknowledging that practical problems in computer science demand basic competencies in experimentation and data analysis. However, little effort has been made towards explicitly identifying those empirical concepts and skills needed by computer scientists, nor in developing methods of integrating those concepts and skills into CS curricula. In this paper, we identify a core list of empirical competencies and motivate them based on established courses outside of computer science, their potential use in standard CS courses, and their application to real-world problems. Sample assignments that facilitate the integration of these competencies into the CS curriculum are also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2004:SOD, author = "Lynda Thomas and Mark Ratcliffe and Benjy Thomasson", title = "Scaffolding with object diagrams in first year programming classes: some unexpected results", journal = j-SIGCSE, volume = "36", number = "1", pages = "250--254", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971390", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports on an experiment in which first year programming students were given explicit encouragement to use Object (Instance) diagrams when tracing code in multiple-choice questions. We conjectured that by providing scaffolding in this technique, students would be helped to understand the code better and that they would then continue to draw their own diagrams in similar situations. This turned out not to be the case. Although generally students who draw diagrams do better in questions that test their understanding of code behaviour and object referencing, our intervention does not appear to have helped students and the students who were exposed to the intervention were not more likely to go on to use the technique themselves.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Valentine:2004:CER, author = "David W. Valentine", title = "{CS} educational research: a meta-analysis of {SIGCSE} technical symposium proceedings", journal = j-SIGCSE, volume = "36", number = "1", pages = "255--259", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A meta-analysis is performed on the last twenty years of SIGCSE Technical Symposium Proceedings, looking for the kind of CS Educational Research that has been done at the CS1/CS2 level. A six-point taxonomy of articles types is described. It is shown that about one in five of all CS1/CS2 presentations have used some kind of experimental model, albeit ``experimental'' is defined quite broadly. Over the last ten years both the number of experimental models, and the percentage of experimental models among CS1/CS2 has significantly increased. SIGCSE members are challenged to adopt a research model for their presentations to the Technical Symposium.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DePasquale:2004:ESP, author = "Peter DePasquale and John A. N. Lee and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "Evaluation of subsetting programming language elements in a novice's programming environment", journal = j-SIGCSE, volume = "36", number = "1", pages = "260--264", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971392", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we evaluate the effects of applying programming language subsets to the programming environment used by novice (CS1) students in a closed-laboratory setting, as well as reducing the complexity of the user interface for the environment. Our goal in this effort was to assess if such interface and application-level changes adversely impact the student or hinder the later migration to a traditional professional-strength programming environment. We focus on the comparison of the quantitative data captured from the closed-laboratory sessions (assignment grades, number of syntax / semantic errors, and the number of compilation / execution attempts) involving subjects that used a new programming environment featuring a less complex interface in two forms: one lacking support of language subsets, and one supporting the application of language subsets. We found that while using the environment supporting the application of language subsets, there was no difference in the compilation-attempt rate, the number of errors did not increase, and student grades were equivalent between the experiment groups. Additionally, following a migration to the professional environment from the simplified environment, student grades were equivalent to those that had used the professional environment throughout the experiment. Student reaction to the experimental environment was very positive, especially related to the removal of unused tools and project management features.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Amirijoo:2004:RMR, author = "Mehdi Amirijoo and Aleksandra Te{\v{s}}anovi{\'c} and Simin Nadjm-Tehrani", title = "Raising motivation in real-time laboratories: the soccer scenario", journal = j-SIGCSE, volume = "36", number = "1", pages = "265--269", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971394", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Real-time systems is a topic that one cannot overlook in an engineer's education. However, teaching real-time systems in an undergraduate syllabus is a challenging experience due to conflicting constraints placed on such a course. In this paper we present a new setup for laboratories in the real-time systems course that successfully meets the constraints of mass education, stable environment management, short time span for the labs, and still enables deep involvement of students in the central topic of resource allocation with high motivation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sarkar:2004:ICH, author = "Nurul I. Sarkar and Trevor M. Craig", title = "Illustrating computer hardware concepts using {PIC}-based projects", journal = j-SIGCSE, volume = "36", number = "1", pages = "270--274", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971395", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are developing a series of interesting projects that give students a hands-on introduction to computer hardware concepts. Our projects are designed around the PIC16F84, a powerful 8-bit microcontroller chip that sells for less than \$10. The projects are suitable for classroom use in introductory level courses about computer hardware. The effectiveness of these projects has been evaluated both formally by students (student evaluation forms) and informally --- through discussion within the teaching team. The feedback from students indicates that the development and implementation of the projects were successful. This paper describes the details of the projects completed to date, their overall effectiveness and our plans for further projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Debray:2004:WEP, author = "Saumya Debray", title = "Writing efficient programs: performance issues in an undergraduate {CS} curriculum", journal = j-SIGCSE, volume = "36", number = "1", pages = "275--279", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971396", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Performance is an essential aspect of many software systems, and it is important for programmers to understand performance issues. However, most undergraduate curricula do not explicitly cover performance issues---performance monitoring and profiling tools, performance improvement techniques, and case studies---in their curricula. This paper describes how we address this topic as part of a third-year programming course. We focus on tools and techniques for monitoring and improving performance, as well as the interaction between clean program design and performance tuning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grodzinsky:2004:RCT, author = "Frances Grodzinsky and Ed Gehringer and Laurie S. King and Herman Tavani", title = "Responding to the challenges of teaching computer ethics", journal = j-SIGCSE, volume = "36", number = "1", pages = "280--281", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971398", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brady:2004:MCL, author = "Alyce Brady and Kim Bruce and Robert Noonan and Allen Tucker and Henry Walker", title = "The 2003 model curriculum for a liberal arts degree in computer science: preliminary report", journal = j-SIGCSE, volume = "36", number = "1", pages = "282--283", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971400", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2004:ILR, author = "David Ginat and Owen Astrachan and Daniel D. Garcia and Mark Guzdial", title = "``But it looks right!'': the bugs students don't see", journal = j-SIGCSE, volume = "36", number = "1", pages = "284--285", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971401", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is not rare that programming students are surprised when they encounter bugs in their program, which ``looks completely right''. Such a phenomenon expresses lack of awareness of analysis, design, and testing habits, which yield undesirable outcomes. The special session will focus on various programming aspects that may look seemingly right to students, but yield a buggy, wrong result. Various aspects will be displayed, illustrated, and discussed with the audience, in order to better understand the characteristics of bugs and ways of coping with them in our teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolling:2004:EAB, author = "Michael K{\"o}lling and David J. Barnes", editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas L. Naps", title = "Enhancing Apprentice-Based Learning of {Java}", journal = j-SIGCSE, volume = "36", number = "1", pages = "286--290", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971403; https://doi.org/10.1145/971300.971403", ISBN = "1-58113-798-2", ISBN-13 = "978-1-58113-798-9", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html#KullingB04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Various methods have been proposed in the past to improve student learning by introducing new styles of working with assignments. These include problem-based learning, use of case studies and apprenticeship. In most courses, however, these proposals have not resulted in a widespread significant change of teaching methods. Most institutions still use a traditional lecture/lab class approach with a strong separation of tasks between them. In part, this lack of change is a consequence of the lack of easily available and appropriate tools to support the introduction of new approaches into mainstream courses. In this paper, we consider and extend these ideas and propose an approach to teaching introductory programming in Java that integrates assignments and lectures, using elements of all three approaches mentioned above. In addition, we show how the BlueJ interactive programming environment [7] (a Java development environment aimed at education) can be used to provide the type of support that has hitherto hindered the widespread take-up of these approaches. We arrive at a teaching method that is motivating, effective and relatively easy to put into practice. Our discussion includes a concrete example of such an assignment, followed by a description of guidelines for the design of this style of teaching unit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Howe:2004:CFA, author = "Emily Howe and Matthew Thornton and Bruce W. Weide", title = "Components-first approaches to {CS1\slash CS2}: principles and practice", journal = j-SIGCSE, volume = "36", number = "1", pages = "291--295", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971404", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Among the many ways to focus CS1/CS2 content, two have been published that emphasize concepts of component-based software engineering. Courses based on these two instances of a ``components-first'' approach are remarkably similar in several crucial respects--which is surprising because they were developed independently and with very different objectives. Indeed, the two versions are based on virtually the same principles for content organization, and they share many common features that are unusual for CS1/CS2. Yet, they are notably different in other ways. Detailed analysis of similarities and differences suggests that it might be possible to transfer some of their claimed and documented advantages to other approaches within the programming-first paradigm for CS1/CS2, by rearranging the content of such courses in accord with the underlying principles of the components-first approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2004:WDE, author = "Tracy L. Lewis and Mary Beth Rosson and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "What do the experts say?: teaching introductory design from an expert's perspective", journal = j-SIGCSE, volume = "36", number = "1", pages = "296--300", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971405", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This study examined ways to improve students' chances of success learning design concepts through the use of Object-Oriented Programming and Design (OOP\&D) patterns by examining potentially effective ways to teach such patterns to novice programmers. Using hierarchical tree, complete-linkage analysis to survey a group of design experts, the study developed an order in which those experts believed thirty fundamental OOP\&D patterns should be taught to optimize effective student learning. Once that basic order was identified, it became possible to divide the patterns into six sequential phases of patterns instruction to allow both maximal teaching and learning. Although the study did not present a conclusively effective approach for OOP\&D teaching, it did provide information essential for future sequential phase patterns research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Umphress:2004:BJI, author = "David A. Umphress and James H. {Cross II} and Jhilmil Jain and Nischita Meda and Larry A. Barowski", title = "Bringing {J2ME} industry practice into the classroom", journal = j-SIGCSE, volume = "36", number = "1", pages = "301--305", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes efforts to use industry wireless software development practices in the classroom. Nokia's OK Java 2 Platform Micro Edition (J2ME) application certification program was chosen for use in a core set of wireless software engineering courses. The adaptation process included (1) modifying Nokia OK application standards for classroom use as examples of what is expected of industry-quality software; (2) incorporating Nokia OK software development tools into a student-friendly software development environment; and (3) implementing in-house Nokia OK certification procedures as a basis for assessing student projects and providing feedback.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Richards:2004:TWN, author = "Brad Richards and Benjamin Stull", title = "Teaching wireless networking with limited resources", journal = j-SIGCSE, volume = "36", number = "1", pages = "306--310", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971408", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The rapid growth of wireless communications services and networks has led departments to consider offering elective courses on the topic. Textbooks exist that can help support such a course, but providing students with hands-on wireless networking experience can be difficult and expensive. We present the outline of a wireless networking course that can be offered with minimal resources, and describe our experiences using the approach. The students who took the initial offering of the course gained hands-on experience with wireless networking, did traditional sockets programming, and acquired the theoretical foundations of both traditional and wireless networking. Students implement a simplified IEEE 802.11 Wireless Ethernet MAC layer as a course project. In our case, the implementations took advantage of the Cybiko, a \$50 wireless handheld computer targeted at teenagers. Our materials are currently being ported to other platforms, including Bluetooth-enabled Palms and networks of workstations. The latter platform will allow this project to be conducted without any special resources.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yoo:2004:RAI, author = "Sung Yoo and Scott Hovis", title = "Remote access internetworking laboratory", journal = j-SIGCSE, volume = "36", number = "1", pages = "311--314", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971409", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "College students in computer networking courses are very interested in Internet technology because of the rapid growth in that area. Of particular interest is the need for practical experience in network design and configuration. A typical computer networking class curriculum includes the study of theory and the laboratory projects. The laboratory projects are designed to give students a better understanding of computer networks. Most of the laboratory projects are software projects. Furthermore it is common to find projects in the area of implementing an application layer protocol and protocol observations in many computer network course textbooks [7,11,12]. However, having a networking laboratory with the proper hardware facilities to teach real networking has several difficulties. These difficulties include funding for the hardware facility, physical space limitations, and physical accessibility of the lab facility [6,10]. We have designed a networking lab that can solve these problems. Old PCs have been converted to IP routers with the free router software Zebra [5]. The proposed laboratory system can be accessed through the Internet, and the network topology can be changed remotely.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hovemeyer:2004:RBM, author = "David Hovemeyer and Jeffrey K. Hollingsworth and Bobby Bhattacharjee", title = "Running on the bare metal with {GeekOS}", journal = j-SIGCSE, volume = "36", number = "1", pages = "315--319", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduate operating systems courses are generally taught using one of two approaches: abstract or concrete. In the abstract approach, students learn the concepts underlying operating systems theory, and perhaps apply them using user-level threads in a host operating system. In the concrete approach, students apply concepts by working on a real operating system kernel. In the purest manifestation of the concrete approach, students implement operating system projects that run on real hardware. GeekOS is an instructional operating system kernel which runs on real hardware. It provides the minimum functionality needed to schedule threads and control essential devices on an x86 PC. On this foundation, we have developed projects in which students build processes, semaphores, a multilevel feedback scheduler, paged virtual memory, a filesystem, and inter-process communication. We use the Bochs emulator for ease of development and debugging. While this approach (tiny kernel run on an emulator) is not new, we believe GeekOS goes further towards the goal of combining realism and simplicity than previous systems have.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reek:2004:DPS, author = "Kenneth A. Reek", title = "Design patterns for semaphores", journal = j-SIGCSE, volume = "36", number = "1", pages = "320--324", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971412", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes two design patterns that are powerful tools to help teach how semaphores are used to solve synchronization problems. The patterns are general enough to be used with many different types of problems, yet are simple enough for students to understand and apply effectively.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2004:DHS, author = "Steven Robbins", title = "A disk head scheduling simulator", journal = j-SIGCSE, volume = "36", number = "1", pages = "325--329", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Disk head scheduling is a standard topic in undergraduate operating systems courses. Disk drives were once fairly simple devices with little intelligence. Disk head scheduling and bad block mapping were done exclusively by operating systems. As disk drives became larger and faster, they took on some of these tasks. Modern drives often have a large cache and hide their internal structure from the outside world. In spite of changes in disk technology, the teaching of disk head scheduling has changed little over the last decade. This paper describes a disk head scheduling simulator that allows students to explore traditional disk scheduling algorithms as well as the consequences of modern disk technology. The simulator, which is written in Java and is freely available, can be run remotely from a browser or downloaded for local execution. We present methods for modifying the traditional curriculum to make the presentation of disk head scheduling more relevant and interesting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ferguson:2004:OOC, author = "Ernest Ferguson and Clifton Kussmaul and Daniel D. McCracken and Mary Ann Robbert", title = "Offshore outsourcing: current conditions \& diagnosis", journal = j-SIGCSE, volume = "36", number = "1", pages = "330--331", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bareiss:2004:CSS, author = "Cathy Bareiss and Kris Powers and Scott Thede and Marsha Meredith and Christine Shannon and Judy Williams", title = "The {Computer Science Small Department Initiative (CS\_SDI)} report", journal = j-SIGCSE, volume = "36", number = "1", pages = "332--333", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tucker:2004:ICK, author = "Allen Tucker and Dennis McCowan and Fadi Deek and Chris Stephenson and Jill Jones and Anita Verno", title = "Implementation challenges for a {K}-12 computer science curriculum", journal = j-SIGCSE, volume = "36", number = "1", pages = "334--335", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971418", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This special session will report on the work of the ACM K-12 Computer Science Curriculum Committee, which recently completed the design of a K-12 model curriculum [1]. This session is a follow-up to our special session at SIGCSE 2003, which presented the first draft of that curriculum design. This session differs from that one by emphasizing the next steps that must be taken to implement the recommendations in the model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denning:2004:GPC, author = "Peter J. Denning", title = "Great principles in computing curricula", journal = j-SIGCSE, volume = "36", number = "1", pages = "336--341", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971303", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The nearly three dozen core technologies of computing sit in a simple framework defined by great principles and by computing practices. The great principles are of two kinds, mechanics and design. Computing mechanics comprises computation, communication, coordination, recollection, and automation. Design principles address concerns for complexity, resilience, performance, evolvability, and security. Practices comprise programming, systems, modeling, innovating, and applying. This framework opens many new possibilities for teaching computer science, including new approaches to programming. The new CS curriculum at the Naval Postgraduate School is based on the framework presented here.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spafford:2004:WIS, author = "Gene Spafford", title = "What *is* information security?", journal = j-SIGCSE, volume = "36", number = "1", pages = "342--342", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971304", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recent events have increasingly focused public attention on issues of information privacy, computer and network security, cybercrime and cyber terrorism. Yet despite all of this attention, there is some confusion about what is actually encompassed by those terms. There are some obvious components, such as cryptography and access control. However, the list of undisputed topics is not long or well-developed, and many questions arise as to whether a typical computer science department can offer all of the topics involved. That there are only a few universities that teach a comprehensive curriculum in these topics serves to illustrate the imprecise nature of the field. Many professionals have taken to describing it as ``information security'' or ``information assurance'' to distinguish that the focus is not on computers and networks, but on the information they hold and process. This talk will present a more comprehensive view of the area than simply within the confines of CS/CE. The speaker has been teaching information security for nearly 20 years and has developed a view that spans many traditional disciplines. The talk will present some of the reasons for that breadth of view, illustrated with examples taken from the recent CRA Grand Challenges Conference on Information Security. One conclusion from this talk is that getting good information security education widely implemented may not be simple, given current constraints and traditions within academia.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fisher:2004:IYK, author = "John Fisher and John Lowther and Ching-Kuang Shene", title = "If you know {B}-splines well, you also know {NURBS}!", journal = j-SIGCSE, volume = "36", number = "1", pages = "343--347", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971420", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents our attempt in designing intuitive and interesting materials for teaching NURBS in an undergraduate course with the help of our tool DesignMentor. This approach does not require tedious mathematics and is based on learning-by-doing and visualization. Our approach was classroom tested and used world-wide in the last seven years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zelle:2004:SLC, author = "John M. Zelle and Charles Figura", title = "Simple, low-cost stereographics: {VR} for everyone", journal = j-SIGCSE, volume = "36", number = "1", pages = "348--352", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students are very interested in cutting-edge technologies like virtual reality (VR), and VR has many potential uses in education. However, building VR applications has proved challenging due to both cost and technical skill barriers. Through a series of experiments in ``shoestring'' VR, we have developed methods of bringing an important facet of VR, stereoscopic display, to our students in a simple, cost-effective way. This paper describes our approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hickey:2004:SBW, author = "Timothy J. Hickey", title = "{Scheme}-based {Web} programming as a basis for a {CS0} curriculum", journal = j-SIGCSE, volume = "36", number = "1", pages = "353--357", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971423", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The thesis of this paper is that Scheme-based web programming is a worthy organizing topic for CS0 computer literacy courses. We describe an approach to introducing non-science majors to Computer Science by teaching them to write webpages using HTML and CSS and to also write applets and servlets using Scheme. The programming component of our approach is completed in about nine weeks of a thirteen week course, leaving time for a treatment of more traditional CS0 topics such as intellectual property, privacy, artificial intelligence, the limits of computability, PC architecture, Operating Systems, CMOS and logic circuits. We argue that the use of a high level scripting language (like Scheme) is essential to the success of this approach. We also argue that wide scale success in teaching web programming to non-majors could enhance the students productivity when they enter the job market, and hence this approach deserves further study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaplan:2004:TCU, author = "Daniel T. Kaplan", title = "Teaching computation to undergraduate scientists", journal = j-SIGCSE, volume = "36", number = "1", pages = "358--362", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971424", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the motivation and design of an introductory computational course for natural, physical, and social scientists.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reed:2004:CFJ, author = "Dale Reed and Sam John and Ryan Aviles and Feihong Hsu", title = "{CFX}: finding just the right examples for {CS1}", journal = j-SIGCSE, volume = "36", number = "1", pages = "363--367", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Finding just the right example to answer a question can be difficult for CS1 students and teachers. For this to work well there must be an intuitive interface coupled to an appropriate set of focused examples. The examples then provide the scaffolding to enable students' discovery. CFX (C For eXample) provides the needed easy-to-use web based interface. A small pilot study showed that students using CFX could find answers to their programming questions in roughly half the time it took using a textbook. Freely distributed as open source software under the GNU General Public License [4], CFX can be used as a database authoring tool to capture a set of examples. Once the content is established, the interface as well as the data can be automatically exported to a standalone dynamic interface, using static, non-database content. The development of this system has been sponsored in part by NSF's CCLI program, with sample content developed in conjunction with McGraw-Hill.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2004:ABC, author = "Leen-Kiat Soh and Hong Jiang and Charles Ansorge", title = "Agent-based cooperative learning: a proof-of-concept experiment", journal = j-SIGCSE, volume = "36", number = "1", pages = "368--372", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an innovative multiagent system to support cooperative learning among students both in the real classrooms and in distance education. The system, called I-MINDS, consists of a group of intelligent agents. A teacher agent monitors the student activities and helps the teacher manage and better adapt to the class. A student agent, on the other hand, interacts with the teacher agent and other student agents to support cooperative learning activities behind-the-scene for a student. Two I-MINDS innovations are (a) agent-federated ``buddy group'' formation and (b) automated ranking of questions and responses. We have tested our I-MINDS prototype with experiment and control groups to evaluate the impact of I-MINDS in learning. The results are encouraging.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bishop:2004:DPG, author = "Judith Bishop and Nigel Horspool", title = "Developing principles of {GUI} programming using views", journal = j-SIGCSE, volume = "36", number = "1", pages = "373--377", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper proposes that GUI development is as important as other aspects of programming, such as a sound understanding of control structures and object orientation. Far less attention has been paid to the programming structures for GUIs and certainly there are few cross language principles to aid the programmer. We propose that principles of GUIs can be extracted and learnt, and that they do enhance good programming practice. These principles have been implemented in our Views system which features an XML-based GUI description notation coupled with an engine that shields the programmer from much of the intricate complexity associated with events, listeners and handlers. The system is programmed primarily in C\# for .NET, but is available in various forms for Java and for other platforms which support .NET through the SSCLI.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2004:EEG, author = "Stuart Hansen and Timothy Fossum", title = "Events not equal to {GUIs}", journal = j-SIGCSE, volume = "36", number = "1", pages = "378--381", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The event driven paradigm is ubiquitous in modern software. Many texts introduce events when discussing graphical user interfaces, but the event paradigm extends well beyond that domain. Events also play important roles in operating systems, component based systems, reactive systems, middleware, web services and other fields. Computer science educators have an obligation to see that our students thoroughly understand the event paradigm and have some grounding in tools to develop event driven systems. This paper describes an upper division, computer science elective course in event driven programming. The course gives a comprehensive treatment of event driven systems. It appropriately captures the importance of the event paradigm and serves to integrate concepts from several different computing fields, including Programming Languages, Operating Systems, and Software Engineering. It also introduces students to advanced tools and packages designed for developing event driven systems. The course has been taught four times at our institution, having repeatedly received high marks from the students for both its conceptual and technical content.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saraiya:2004:EFA, author = "Purvi Saraiya and Clifford A. Shaffer and D. Scott McCrickard and Chris North", title = "Effective features of algorithm visualizations", journal = j-SIGCSE, volume = "36", number = "1", pages = "382--386", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many algorithm visualizations have been created, but little is known about which features are most important to their success. We believe that pedagogically useful visualizations exhibit certain features that hold across a wide range of visualization styles and content. We began our efforts to identify these features with a review that attempted to identify an initial set of candidates. We then ran two experiments that attempted to identify the effectiveness for a subset of features from the list. We identified a small number of features for algorithm visualizations that seem to have a significant impact on their pedagogical effectiveness, and found that several others appear to have little impact. The single most important feature studied is the ability to directly control the pace of the visualization. An algorithm visualization having a minimum of distracting features, and which focuses on the logical steps of an algorithm, appears to be best for procedural understanding of the algorithm. Providing a good example for the visualization to operate on proved significantly more effective than letting students construct their own data sets. Finally, a pseudocode display, a series of questions to guide exploration of the algorithm, or the ability to back up within the visualization did not show a significant effect on learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hendrix:2004:EFP, author = "T. Dean Hendrix and James H. {Cross II} and Larry A. Barowski", title = "An extensible framework for providing dynamic data structure visualizations in a lightweight {IDE}", journal = j-SIGCSE, volume = "36", number = "1", pages = "387--391", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A framework for producing dynamic data structure visualizations within the context of a lightweight IDE is described. Multiple synchronized visualizations of a data structure can be created with minimal coding through the use of an external viewer model. The framework supplies a customizable viewer template as well as high-level APIs to a graph drawing library and the Java Debugger Interface. Initial classroom use has demonstrated the framework's ease of use as well as its potential to as an aid to student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tikvati:2004:VTB, author = "Ahuva Tikvati and Mordechai Ben-Ari and Yifat Ben-David Kolikant", title = "Virtual trees for the {Byzantine Generals} algorithm", journal = j-SIGCSE, volume = "36", number = "1", pages = "392--396", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Byzantine Generals algorithm for achieving reliability in the presence of faults is a classic topic in distributed computation and operating systems, not the least because of its colorful story. We describe a concept called virtual data structures, which are concrete representations of global data structures that is not actually maintained by the nodes of a distributed system, but are required in order to understand the correctness of algorithms. We show that the use of virtual trees for the Byzantine Generals algorithm can improve the understanding of this algorithm, and we describe a visualization of the trees.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kessler:2004:PAT, author = "Christoph Kessler", title = "A practical access to the theory of parallel algorithms", journal = j-SIGCSE, volume = "36", number = "1", pages = "397--401", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a parallel programming environment that implements the PRAM (Parallel Random Access Machine) model. The programming environment consists of a C-based PRAM programming language called FORK with a compiler, libraries and tools, and a fast PRAM simulator. The software is freely available for Unix workstations. The programming environment and a systematic way of writing structured parallel programs for the PRAM model are described in a recent textbook. Even though the programming environment was originally developed for a hardware research project, we show that the system is also especially suited for complementing classical theory courses on PRAM algorithms by programming exercises that allow students to experiment with PRAM-style parallelism and actually implement the algorithms as they appear in the theory textbooks. We describe how the environment was used in a recent graduate-level course on parallel algorithms, and report on feedback that we got from the participants.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wagner:2004:DIC, author = "Paul J. Wagner and Jason M. Wudi", title = "Designing and implementing a cyberwar laboratory exercise for a computer security course", journal = j-SIGCSE, volume = "36", number = "1", pages = "402--406", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The development of a cyberwar laboratory exercise for a computer security course raises many pedagogical and management issues relating to the structure of the laboratory, its network and the exercise itself. We have designed, implemented and given such an exercise, and faced many of these issues. Evaluation of this exercise leads to multiple insights about the proper goals, structure and implementation of such an exercise.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{LeBlanc:2004:TCS, author = "Cathie LeBlanc and Evelyn Stiller", title = "Teaching computer security at a small college", journal = j-SIGCSE, volume = "36", number = "1", pages = "407--411", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer and network security are important topics for computer professionals in US companies today. An adequate education in these topics would probably involve several classes at the undergraduate level but many computer science curricula do not have room to have numerous required courses. In addition, most computer science faculty members have not taken classes covering these topics and have never worked as professionals dealing with these areas. Dealing with these difficult issues can be a challenge, especially in a small college environment. In this paper, we present our experiences teaching computer security topics in both a system administration course and a computer security course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hu:2004:TLI, author = "Ji Hu and Christoph Meinel and Michael Schmitt", title = "Tele-lab {IT} security: an architecture for interactive lessons for security education", journal = j-SIGCSE, volume = "36", number = "1", pages = "412--416", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "IT security education is an important activity in computer science education. The broad range of existing security threats makes it necessary to teach students the principles of IT security as well as to let them gain hands-on experience. In order to enable students to practice IT security anytime anywhere, a novel tutoring system is being developed at the University of Trier, Germany, which allows them to get familiar with security technologies and tools via the Internet. Based on virtual machine technology, users are able to perform exercises on a Linux system instead of in a restricted simulation environment. This paper describes the user interface of the Tele-Lab IT Security, its system architecture and its functional components.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burhans:2004:RCS, author = "Debra T. Burhans and Gary R. Skuse", title = "The role of computer science in undergraduate bioinformatics education", journal = j-SIGCSE, volume = "36", number = "1", pages = "417--421", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The successful implementation of educational programs in bioinformatics presents many challenges. The interdisciplinary nature of bioinformatics requires close cooperation between computer scientists and biologists despite inescapable differences in the ways in which members of these professions think. It is clear that the development of quality curricula for bioinformatics must draw upon the expertise of both disciplines. In addition, biologists and computer scientists can benefit from opportunities to carry out interdisciplinary research with one another. This paper examines the role of computer science in undergraduate bioinformatics education from the perspectives of two bioinformatics program directors. Their respective programs exemplify two substantively different approaches to undergraduate education in bioinformatics due to the fact that they are at markedly different institutions. One institution is a large, technical university, offering both undergraduate and graduate degrees in bioinformatics while the other is a small, Jesuit liberal arts college with an undergraduate program in bioinformatics. Despite these differences there is considerable overlap with respect to the role of computer science. This paper discusses the ways in which computer science has been integrated into these two undergraduate bioinformatics programs, compares alternative approaches, and presents some of the inherent challenges.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyle:2004:CCE, author = "Roger Boyle and Martyn Clark", title = "{CS++}: content is not enough", journal = j-SIGCSE, volume = "36", number = "1", pages = "422--426", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "University education in computer science requires that students learn something of the nature of the discipline. We argue that, in addition to content knowledge, two of the many things the educated computer scientist might know about are the computer science pantheon and the metaphorical structure of the discipline's technical language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wong:2004:DMC, author = "Yue-Ling Wong and Jennifer Burg and Victoria Strokanova", title = "Digital media in computer science curricula", journal = j-SIGCSE, volume = "36", number = "1", pages = "427--431", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971444", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "``Digital media'' is one of those unfortunate terms that means different things in different contexts. This difficulty of definition --- along with its association with art, communication, architecture, and film --- puts digital media on the margins of traditional computer science curricula. This paper reviews the types of digital media programs current in higher education; proposes a curriculum model for digital media instruction that is firmly grounded in computer science at the same time that it interfaces easily with digital art; and describes specially-designed course material that serves the interdisciplinary need while preserving the rigor of the computer science discipline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldman:2004:CFI, author = "Kenneth J. Goldman", title = "A concepts-first introduction to computer science", journal = j-SIGCSE, volume = "36", number = "1", pages = "432--436", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a unique ``concepts-first'' curriculum that exposes students without programming experience to the intellectual depth and breadth of computer science through hands-on experience with software development. The curriculum is supported by JPie, a tightly integrated programming environment that enables live construction of Java applications through direct manipulation of graphical representations of programming abstractions. The curriculum, projects, and classroom experience are described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burch:2004:SCS, author = "Carl Burch and Lynn Ziegler", title = "Science of computing suite {(SOCS)}: resources for a breadth-first introduction", journal = j-SIGCSE, volume = "36", number = "1", pages = "437--441", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over the last ten years, our department's breadth-first introductory course has evolved independently of other survey courses in computer science. Due to its success, we duplicated the ideas into our course for non-majors, and this has also proven successful. None of the published resources match our vision for these courses, and so the department has developed its own. In this paper, we describe the design of the majors course, and we introduce a variety of resources developed for both courses. These resources, which could be useful in many other courses also, are freely available through the Web.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Decker:2004:WCC, author = "Adrienne Decker and Phil Ventura", title = "We claim this class for computer science: a non-mathematician's discrete structures course", journal = j-SIGCSE, volume = "36", number = "1", pages = "442--446", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have recently launched a reorganized discrete structures course being taught in the computer science department for computer science majors. The main idea of the reorganization is to make the course relevant and productive for the computer science students. During the Spring of 2003, students who were taking both discrete structures and CS2 commented that taking both courses at the same time was helpful. An empirical investigation was conducted to see if there was a benefit to students taking both courses concurrently. The results show that there was a benefit to students taking both courses. The students who were taking both courses were performing better in discrete structures than those students who were not.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denning:2004:PSG, author = "Peter J. Denning and Rudolph Darken and Eric Roberts and Mark Guzdial", title = "Panel session: great principles in computing", journal = j-SIGCSE, volume = "36", number = "1", pages = "447--447", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971450", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Questions and answers about the great principles framework for computing and its impact on the organization and content of curriculum, with special attention to communicating our field, teaching programming, and appealing to a diverse audience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2004:TSD, author = "Joe Bergin and James Caristi and Yael Dubinsky and Orit Hazzan and Laurie Williams", title = "Teaching software development methods: the case of extreme programming", journal = j-SIGCSE, volume = "36", number = "1", pages = "448--449", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2004:ICA, author = "John Impagliazzo and Esther A. Hughes and Richard LeBlanc and Tim Lethbridge and Andrew McGettrick and Ann E. K. Sobel and Pradip K. Srimani and Mitchell D. Theys", title = "{IEEE-CS\slash ACM} computing curricula: computer engineering \& software engineering volumes", journal = j-SIGCSE, volume = "36", number = "1", pages = "450--452", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weaver:2004:ECS, author = "Alfred C. Weaver", title = "Electronic commerce software laboratory", journal = j-SIGCSE, volume = "36", number = "1", pages = "453--456", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "With NSF support we developed a hands-on laboratory to augment our CS453 Electronic Commerce Technologies course. We conducted weekly lab sessions that covered HTML, CSS, JavaScript, Perl, CGI, SQL, ASP, and Flash programming. Each topic was covered over a period of one to three weeks and each topic was supported by 10 to 26 individual programming exercises. Four teaching assistants provided real-time support during the laboratory period. Answers to all exercises were accessible on-line so that no student would be needlessly delayed by any particular problem. In this paper we discuss the laboratory's design goals, topical content, and the students' performance, reactions, and suggestions for improvement.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Humphrey:2004:WSF, author = "Marty Humphrey", title = "{Web} services as the foundation for learning complex software system development", journal = j-SIGCSE, volume = "36", number = "1", pages = "457--461", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971456", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A significant challenge for Computer Science departments is how best to get new graduate students involved with their chosen research projects. Ideally, the incoming graduate students will as a whole have both a solid understanding of computing principles behind large-scale software development and a broad ``skill set'', e.g., for conducting systems-oriented research. This rarely occurs, due to the diversity of backgrounds of incoming students--even the most qualified applicant can have deficiencies. To address this problem, we have developed a first-year graduate course that balances and integrates practical considerations with basic principles of complex software system development. To make the discussions of designing, implementing, and evaluating complex software systems more concrete, we situate the core of the class in the context of Web Services. We are currently teaching this class for the second time, and, while there will always be open issues given the nature and scope of this class, we have received positive feedback from the students and the other members of the department. Students recognize the practicality of Web Services. Students also appreciate the research possibilities that arise while evaluating the state of the art with regard to Web Services.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Collberg:2004:AAS, author = "Christian Collberg and Stephen G. Kobourov and Suzanne Westbrook", title = "{AlgoVista}: an algorithmic search tool in an educational setting", journal = j-SIGCSE, volume = "36", number = "1", pages = "462--466", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A?goVista is a web-based search engine that assists programmers to find algorithms and implementations that solve specific problems. The search engine is not keyword based but rather requires users to provide (input ? output) samples that describe the behavior of their needed algorithm. The system is easy to use. To search for a particular algorithm or classify a combinatorial structure a user simply draws the query in a drawing pane on a web browser. The result of the search is a list of links to web resources describing or providing implementations of the algorithm. A?goVista has many interesting applications in an educational setting. The search engine can help research students classify obscure problems and locate algorithms that would otherwise be hard to find in textbooks. Students can also add calls in their own programs to A?goVista's database of executable problem specifications in order to dynamically check the correctness of their programs. Finally, instructors can use A?goVista to set novel assignments in algorithms and data structures classes. This paper briefly describes A?goVista and reports on its use in two algorithms and theory classes, one at the undergraduate and one at the graduate level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nguyen:2004:DPM, author = "Dung (`Zung') Nguyen and Mathias Ricken and Stephen Wong", title = "Design patterns for marine biology simulation", journal = j-SIGCSE, volume = "36", number = "1", pages = "467--471", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We specify and implement a GUI application that simulates marine biological systems by making extensive use of object-oriented design patterns. The key design patterns are model-view-control, observer/observable, visitor, command, factory method and decorator. These design patterns help delineate the roles and responsibilities of the objects in the system, establish loose coupling between objects and arrange for the objects to communicate and cooperate with one another at the highest level of abstraction. The result is an application that exhibits minimal control flow, yet is powerful, robust, flexible and easy to maintain. Our work entails a non-trivial redesign of the current AP Computer Science Marine Biology Simulation case study and may serve as a case study for an introductory ``object-first'' curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Coffey:2004:MMO, author = "John W. Coffey and Robert Koonce", title = "{MODeLeR}: multimedia object design learning resource", journal = j-SIGCSE, volume = "36", number = "1", pages = "472--476", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper contains a description of MODeLeR, a Multimedia Object Design Learning Resource. The impetus for the creation of MODeLeR was to provide an authentic learning environment for the study of object-oriented design to augment intermediate level programming classes. The Resource affords active, collaborative learning experiences in object modeling with the goal of helping students to gain design capabilities in UML and to appreciate the need for design that they often do not perceive since the programs they write are relatively small. Students typically create several different UML diagrams. This paper describes the MODeLeR environment and a pilot study in its use. This paper contains results of both a quantitative study and a qualitative evaluation of the Resource.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bennedsen:2004:PCM, author = "Jens Bennedsen and Michael E. Caspersen", title = "Programming in context: a model-first approach to {CS1}", journal = j-SIGCSE, volume = "36", number = "1", pages = "477--481", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The recommendations of the Joint Task Force on Computing Curricula 2001 encompass suggestions for an object-first introductory programming course. We have identified conceptual modeling as a lacking perspective in the suggestions for CS1. Conceptual modeling is the defining characteristic of object-orientation and provides a unifying perspective and a pedagogical approach focusing upon the modelling aspects of object-orientation. Reinforcing conceptual modelling as a basis for CS1 provides an appealing course structure based on core elements from a conceptual framework for object-orientation as well as a systematic approach to programming; both of these are a big help to newcomers. The approach has a very positive impact on the number of students passing the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buckley:2004:BUS, author = "Michael Buckley and Helene Kershner and Kris Schindler and Carl Alphonce and Jennifer Braswell", title = "Benefits of using socially-relevant projects in computer science and engineering education", journal = j-SIGCSE, volume = "36", number = "1", pages = "482--486", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In an attempt to bridge a local technology gap, potentially provide software to health care organizations serving the needs of handicapped clients in the Western NY area, and provide innovative and interesting projects for our capstone design classes, the Computer Science and Engineering department at the University at Buffalo (SUNY) began soliciting projects from local organizations in need. The projects have been integrated into required senior-level undergraduate courses. The practical benefits of project experience on student education, and the benefits of providing useful software to the target organizations, were anticipated, but the experiences have proven to be much more. Students have responded with intensity and philanthropy. The clients have participated in the classroom experience as both recipients and teachers. The program has rescued students at academic risk, and the school is enjoying an enhanced reputation in the community. This paper explores positive and cautionary issues regarding the effort.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sivilotti:2004:RTS, author = "Paolo A. G. Sivilotti and Bruce W. Weide", title = "Research, teaching, and service: the miniconference as a model for {CS} graduate seminar courses", journal = j-SIGCSE, volume = "36", number = "1", pages = "487--491", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Rarely are the three pillars of academia---research, teaching, and service---addressed together, within one intellectually cohesive context in the graduate curriculum. Such a context is important for exposing students to the inter-relationships among these facets. This paper presents our experience with structuring graduate research seminar courses around the model of a ``miniconference''. Throughout the quarter, students pursue original research projects in the discipline of the seminar course. At the end of the quarter, students write their findings as technical conference papers, then act as the miniconference program committee in reviewing each other's submissions. Finally, the selected papers are presented at the miniconference. In addition to the model itself, we describe some variations in instantiation and an assessment of the benefits of this general approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Conn:2004:RAS, author = "Richard Conn", title = "A reusable, academic-strength, metrics-based software engineering process for capstone courses and projects", journal = j-SIGCSE, volume = "36", number = "1", pages = "492--496", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a mature Software Engineering Process that may be applied to capstone courses, student projects, and research projects in a university environment. This process, based in part on the Team Software Process of the Software Engineering Institute, features mature software engineering best practices, including extensive use of metrics to gain insight into process effectiveness and product quality. It is designed to be executed in a single 16-week semester, and it can easily be modified for a longer time frame. It is also designed for the academic culture: (1) it executes as a communicating sequential process running in parallel with and passing information to a series of in-class course presentations and (2) it takes into account that the students cannot devote full time to this one project. This process is independent of the computer language used and any project-specific technology (so it may be applied to software-only projects, robotics projects, smart device projects, embedded programming projects, and any other kind of software-intensive system project). This process is reusable without modification, or it may be tailored. To support tailoring, the process is described using meta data in a format that may be analyzed by automated tools to generate a hypertext document. This process has been tested by using it in a capstone course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2004:MID, author = "Elizabeth S. Adams and Mary Granger and Don Goelman and Catherine Ricardo", title = "Managing the introductory database course: what goes in and what comes out?", journal = j-SIGCSE, volume = "36", number = "1", pages = "497--498", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Perez-Quinones:2004:TOE, author = "M. A. P{\'e}rez-Qui{\~n}ones and Steven Edwards and Claude Anderson and Doug Baldwin and James Caristi and Paul J. Wagner", title = "Transitioning to an objects-early three-course introductory sequence: issues and experiences", journal = j-SIGCSE, volume = "36", number = "1", pages = "499--500", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shackelford:2004:CCO, author = "Russell Shackelford and Lillian Cassel and James Cross and John Impagliazzo and Eydie Lawson and Richard LeBlanc and Andrew McGettrick and Robert Sloan and Heikki Topi", title = "Computing curricula 2004: the overview project", journal = j-SIGCSE, volume = "36", number = "1", pages = "501--501", month = mar, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1028174.971470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:06 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In 2001, the ACM and the IEEE-CS published Computing Curricula 2001 which contains curriculum recommendations for undergraduate programs in computer science. That report also called for additional discipline-specific volumes for each of computer engineering, information systems, and software engineering. In addition, it called for an Overview Volume to provide a synthesis of the various volumes. The Computing Curricula 2004 Task Force has undertaken a two-pronged strategy to fulfill the latter charge. The purpose of this session is to present an overview of the Task Force's work and to generate feedback from the SIGCSE membership to the Task Force about the direction and plans we have undertaken.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Coy:2004:BD, author = "Wolfgang Coy", title = "Between the disciplines", journal = j-SIGCSE, volume = "36", number = "2", pages = "7--10", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024340", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Coy04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Computer science as a discipline has come of age. In fact, as a human worker it could face retirement. Computer science is one of the few new disciplines that evolved and grew, searching and finding its place between other disciplines such as mathematics, electronic design, economics, and others. By its origin, it was an interdisciplinary challenge. And this challenge still exists. New fields of applications emerge, while the basic foundations are still in question. Is computer science really a ``very large application of logic'' as Edsger Dijkstra once summarized? Is it shifting towards one of the fashionable media studies, or should it evolve to a serious engineering practice as David Parnas points out? There seems to be a long winding road before us --- but there is neither a ``dead-end road'' nor a ``giant leap'' in sight. Quite certain, computer science will reposition under the influences of new application like digital media and the demands of other disciplines from genetics and nano-technology to marketing, also known as ``customer relationship management''. What is new for computer science compared, let's say, to literature, chemistry, or astronomy? Probably, it is the steady flow of new connections to other fields whether as application areas or as deeper connections as in bioinformatics, digital media, or computational linguistics, where computer science does neither stand as a fixed body of rules and methods, nor as a well-defined field of objects to be investigated.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2004:LCI, author = "C. Dianne Martin", title = "Lessons from {Chernobyl} for {IT}", journal = j-SIGCSE, volume = "36", number = "2", pages = "11--11", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024342", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Martin04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "In 1986 I went to the former Soviet Union for the first time. As it happened it was just three months after the Chernobyl nuclear disaster. I recall bringing a suitcase full of tuna fish, Spam (the old kind!) and crackers with me due to concerns about the safety of the food supply. I encountered many Russians who were similarly concerned --- young mothers who were afraid to give their children milk and many who did not trust the safety of fruits and vegetables grown in the Ukraine region. However, since that time what I have found out about the Chernobyl disaster is even more disturbing and represents a real object lesson for the IT profession.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2004:UAM, author = "Don Gotterbarn", title = "{UML} and agile methods: in support of irresponsible development", journal = j-SIGCSE, volume = "36", number = "2", pages = "11--13", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024344", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Gotterbarn04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The principles of good software development are improving. We have better answers today about how to develop more effective software then we did yesterday. We may not have complete answers about how to produce quality software but we are getting closer. Two significant advances in the past few years are the Unified Modeling Language (UML), both the notation and its associated process (RUP) and the agile software development model in all of its variations including: Adaptive Software Development (ASD), Dynamic Systems Development Method (DSDM), Feature Driven Development (FDD), Scrum, and eXtreme Programming (XP).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2004:DAR, author = "Michael R. Williams", title = "Does anyone remember the {KDF}-9?", journal = j-SIGCSE, volume = "36", number = "2", pages = "13--14", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024346", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Williams04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Teaching a group of freshmen (most of whom were not even born when the graphical user interface, with its mouse, were created) about the developments that have occurred in our field can be rather daunting. They have no recollection of recent major historical events --- many even think of the events involving the World Trade Center as ``history.''", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2004:SEA, author = "Tony Clear", title = "Software engineering and the academy: uncomfortable bedfellows?", journal = j-SIGCSE, volume = "36", number = "2", pages = "14--15", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024348", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Clear04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "With software engineering (S. E.) now beginning to emerge as a distinct discipline, through initiatives such as the SWEBOK [1], the growth of undergraduate programmes in the U.S. [2] and collaborative efforts to offer programmes with breadth and depth [3], the challenges for the academy in balancing rigour and relevance can only become more intense. For some reason the contrast between the academic and the professional perspectives within the software engineering community is quite marked.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2004:DIS, author = "John T. Gorgone", title = "Draft information systems accreditation criteria for 2006", journal = j-SIGCSE, volume = "36", number = "2", pages = "15--17", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024350", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Gorgone04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "General Accreditation Criteria has been developed by the Computing Accreditation Commission (CAC) of ABET, Inc. (SIGCSE Bulletin, December 2003) with the requirement that the Criteria will apply to all computing programs CAC evaluates. The Criteria is posted on the ABET web site for comments. Current program-specific criteria of information systems and computer science must be updated to meeting the General Criteria. Program-specific criteria may not weaken General Criteria but may include additional and stronger criteria. What follows is a draft version of information systems program criteria. It is based on August 18, 2003 version of CAC's General Criteria and November 2003 version of Program Criteria for Computer Science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2004:BRC, author = "Raymond Lister", title = "Book review: computer science education research", journal = j-SIGCSE, volume = "36", number = "2", pages = "17--18", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Lister04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Sally Fincher and Marian Petre have edited a book [1] aimed at computer scientists who are seeking to enter education research. The book is divided into two parts. The first part is a ``how to'' for education research, written by Fincher and Petre. The second part of the book consists of five chapters. Each of those five chapters focuses upon a particular area of CSEd Research, and is written by a practicing researcher in that field.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2004:TAO, author = "Ren{\'e}e McCauley", title = "Thinking about our teaching", journal = j-SIGCSE, volume = "36", number = "2", pages = "18--19", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#McCauley04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "During a recent semester, our department faculty had several discussions concerning our disappointment with our students' quality of work. Obviously, we agreed, this cohort of students was not working hard enough. Those of us teaching senior-level courses somewhat politely suggested that the rest of us teaching introductory courses just weren't making those courses challenging enough. Come to think of it, this type of discussion seems to occur every semester --- some time between midterm and exams.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2004:WTS, author = "Henry MacKay Walker", title = "What teachers should, can, and cannot do", journal = j-SIGCSE, volume = "36", number = "2", pages = "20--21", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Walker04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "At a basic level, learning requires physiological changes within students' heads, and education seeks to accomplish appropriate neurological changes effectively and efficiently. While schools and faculty cannot change physiology by themselves (thank goodness), what roles teachers should play in the process? Here are three extreme models.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2004:UTY, author = "Robert D. Campbell", title = "Update on two-year college activity", journal = j-SIGCSE, volume = "36", number = "2", pages = "21--23", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Campbell04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "In December of 2003, I had the pleasure of participating in a discussion arranged by the staff of the United States House of Representatives Committee on Science regarding the impact of community colleges on the development of a technological workforce. Recognizing the natural relationship between the two-year college setting and the need for a national effort to ensure a properly trained and prepared body of employees, the National Science Foundation (NSF) established in 1995 the Advanced Technology Education (ATE) funding program. This USHR forum provided an opportunity to highlight some of the exemplary programs funded by the NSF ATE program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2004:MM, author = "Peter B. Henderson", title = "Modeling mania", journal = j-SIGCSE, volume = "36", number = "2", pages = "23--24", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Henderson04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Invited Mike Huth, Imperial College London to be the guest editor for this column. What started as a simple idea evolved into a complete paper. I encourage you to read Mike's insightful article ``Mathematics for the exploration of requirements'' in this inroads issue. Below is a little background to ease you into an area that is becoming relevant and important in software systems development --- modeling.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2004:VET, author = "David Ginat", title = "On the verge of an empty tank", journal = j-SIGCSE, volume = "36", number = "2", pages = "24--26", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ginat04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The new challenge in this issue involves searching and optimization computations. The challenge is divided into two parts. The first part requires a search for an appropriate starting point of a circular drive through several gas stations. The second part involves equalizing the fuel amounts in all the gas stations along the circular road.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2004:GJ, author = "Nick Parlante", title = "Graphics and {Java}", journal = j-SIGCSE, volume = "36", number = "2", pages = "26--27", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Parlante04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "I remember way back in the old days, it was so easy to talk to other CSE people about CS1, since we basically all knew the plot of Cooper and Clancy's of Oh Pascal! I could talk about problems with ``the var parameter lecture'' and people pretty much knew what I was talking about since the basic layout of the course was so well understood.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2004:NAG, author = "N. Parlante", title = "Nifty Assignments: Graphics and {Java}", journal = j-SIGCSE, volume = "36", number = "2", pages = "26--27", month = jun, year = "2004", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Tue Sep 14 07:40:46 MDT 2004", bibsource = "https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2004:APC, author = "David Ginat", title = "Algorithmic patterns and the case of the sliding delta", journal = j-SIGCSE, volume = "36", number = "2", pages = "29--33", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ginat04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "We introduce ``algorithmic patterns'' as entities that combine design elements and mathematical aspects. We regard algorithmic patterns as operational concepts, which are repeatedly utilized in algorithmic problem solving, and enfold computational ideas with related mathematical characteristics. We illustrate their relevance with ``The Sliding Delta'' pattern. The pattern is defined, and then utilized in three different applications. The utilization demonstrates the relevance and effectiveness of the displayed notion of algorithmic patterns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huth:2004:MER, author = "Michael Huth", title = "Mathematics for the exploration of requirements", journal = j-SIGCSE, volume = "36", number = "2", pages = "34--39", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Huth04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The exploration of requirements is as complex as it is important in ensuring a successful software production and software life cycle. Increasingly, tool-support is available for aiding such explorations. We use a toy example and a case study of modelling and analysing some requirements of the global assembly cache of .NET to illustrate the opportunities and challenges that mathematically founded exploration of requirements brings to the computer science and software engineering curricula.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schneider:2004:MTC, author = "G. Michael Schneider", title = "A model for a three course introductory sequence", journal = j-SIGCSE, volume = "36", number = "2", pages = "40--43", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Schneider04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper describes a new three-course introductory sequence. It design is based on the following three principles: (1) multiple first courses so students can enter the program in different ways, (2) eliminating any distinction between courses designed for majors and non-majors, and (3) lengthening the introductory sequence from two courses to three to allow adequate time for the coverage of important new ideas.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aly:2004:CSP, author = "Alaaeldin A. Aly and Shakil Akhtar", title = "Cryptography and security protocols course for undergraduate {IT} students", journal = j-SIGCSE, volume = "36", number = "2", pages = "44--47", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024369", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#AlyA04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper presents an application of active learning methodologies to teach cryptography and security protocols for undergraduate IT students. This course is offered to sophomore/junior students and is based upon the recently approved Computing Curricula CC 2001 by IEEE Computer Society/ACM taskforce. We illustrate the teaching methodology to cover the security related topics such as encryption/decryption methodologies, security and protection, cryptographic algorithms and standards, and computer crime. An example lesson covering the DES is included.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{deRaadt:2004:TSP, author = "Michael de Raadt and Mark A. Toleman and Richard Watson", title = "Training strategic problem solvers", journal = j-SIGCSE, volume = "36", number = "2", pages = "48--51", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024370", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#RaadtTW04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Making the leap from a problem statement to a solution program is a difficult task for novice programmers, even when they may have a sound knowledge of a particular programming language. To bridge this gap students are expected to implicitly build their own strategies through practice exercises. In this paper we argue that a more explicit approach to teaching problem solving strategies may lead to better problem solvers. We suggest a framework that can be used in instruction and assessment of problem solving strategies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Berque:2004:BWE, author = "Dave A. Berque and Ian Serlin and Atanas Vlahov", title = "A brief water excursion: introducing computer organization students to a water driven 1-bit half-adder", journal = j-SIGCSE, volume = "36", number = "2", pages = "52--56", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#BerqueSV04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper describes our experiences in incorporating a brief discussion of simple computations powered by water into the standard Computer Organization course. We describe our goals in introducing this concept to students, our methods for doing so, and our subsequent experiences in building a working 1-bit half-adder powered by water. We also describe a set of videos and Flash animations that can be used by others who wish to quickly demonstrate water based computations to their students via the world wide web.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2004:CPP, author = "Orit Hazzan and Tami Lapidot", title = "Construction of a professional perception in the ``methods of teaching computer science'' course", journal = j-SIGCSE, volume = "36", number = "2", pages = "57--61", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024372", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#HazzanL04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This article continues our previous manuscript, published in the December 2003 issue of inroads. Both articles address the ``Methods of Teaching Computer Science in the High School'' course (hence forth abbreviated MTCS). In this article we present an active learning based teaching model that can support the construction of the prospective computer science teacher's professional perception as a future computer science teacher.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chaudhuri:2004:TBL, author = "Ranjan Chaudhuri", title = "Teaching bit-level algorithm analysis to the undergraduates in computer science", journal = j-SIGCSE, volume = "36", number = "2", pages = "62--63", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024373", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Chaudhuri04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The paper presents a number of elementary examples which could be used to teach the concept of bit-level algorithm analysis to the undergraduate students in Computer Science. Each of these example algorithms take one or more integer(s) as input in order to output the result. Without a bit-level analysis, the run-time complexities of these algorithms can not be estimated correctly. These simple examples will greatly facilitate learning this new concept.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carlson:2004:TCS, author = "David Carlson", title = "Teaching computer security", journal = j-SIGCSE, volume = "36", number = "2", pages = "64--67", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Carlson04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper provides advice on how to create a first course on computer and network security. It is based on the author's teaching of such a course in a small college setting. The main emphasis is on a set of lab exercises that provide students with practical experience appropriate to the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zhang:2004:COC, author = "Xuesong Zhang and Ken Surendran and Ming Wang", title = "A computer organization course project: simulation of a modern traffic signal system", journal = j-SIGCSE, volume = "36", number = "2", pages = "68--71", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#ZhangSW04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper describes a simulation project concerning a modern traffic signal control system that was carried out by students in a computer organization course and in a subsequent independent research course. The overall project required both hardware realization and software development for simulating the traffic flow using assembly language. The features of this control system, the project scope, a prototype implementation --- both hardware and software --- and the educational value of such a project are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lui:2004:SWP, author = "Andrew K. Lui and Reggie Kwan and Maria Poon and Yannie H. Y. Cheung", title = "Saving weak programming students: applying constructivism in a first programming course", journal = j-SIGCSE, volume = "36", number = "2", pages = "72--76", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024376", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#LuiKPC04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The Perform approach aims to improve the success rate of weak students in a first programming course. The approach, based on constructivism, takes a tight control on the mental model construction process in the weak students, and allows the students to navigate through many conceptual pitfalls in programming fundamentals. The paper covers a discussion of applying constructivism in programming, exposes common hazards in the learning process, illustrates why weak students are weak, and then suggests several guidelines that can help the weak students to attain at least foundation level programming. The paper ends with a summary of our experiences in the effect of the Perform approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Friedman:2004:LPO, author = "William H. Friedman", title = "Learning program organization through {COBOL}", journal = j-SIGCSE, volume = "36", number = "2", pages = "77--81", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024377", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Friedman04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Arguably, many computer languages have more panache and less verbosity than COBOL; but none has greater potential to inculcate the habits and techniques of {$<$ u$>$ advance$<$}/{u$>$} planning for such things as structure, the byte-length of variables representing the results of computations, table/array size, fields that will be needed, and the like. To illuminate a program's logic one can add some judiciously chosen, even un-required, yet available reserved words. I have found that the COBOL language aids and encourages comprehension of logical structure to a greater degree than with other languages. Moreover, in COBOL, meaningful, if lengthy, names are actually desirable and serve to clarify the work that takes place in the various procedures. Finally, because the structure of a COBOL program is so determinate, it is possible to teach a series of steps leading up to the end product, which both foreshadow and greatly organize the process of coding. This habit of organization is easily transferable to other contexts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Or-Bach:2004:CAA, author = "Rachel Or-Bach and Ilana Lavy", title = "Cognitive activities of abstraction in object orientation: an empirical study", journal = j-SIGCSE, volume = "36", number = "2", pages = "82--86", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Or-BachL04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Alongside the widespread support for adopting object orientation there are reports on difficulties in learning object oriented programming and design. This indicates the need for refining the research on cognitive difficulties in a way that will offer guidelines for better designing respective education. The presented findings of our study relate to general issues of object-oriented design and in particular to the abstraction issue with its various manifestations. Based on students' solutions we extracted a cognitive task analysis taxonomy regarding abstraction and inheritance. We discuss possible implications of our results for the teaching of object orientation and for further needed research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruhn:2004:CCC, author = "Russel E. Bruhn and Judy Camp", title = "Capstone course creates useful business products and corporate-ready students", journal = j-SIGCSE, volume = "36", number = "2", pages = "87--92", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#BruhnC04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Many engineering capstone courses require senior design projects involving teamwork. Our department's curriculum engages industries to provide meaningful design projects for student teams in real-world settings. One project resulted in students gaining professional skills, industry gaining products, and faculty gaining experience for developing its contemporary curriculum. Educators wanting to provide real-world experiences to graduating seniors may benefit from learning how we obtained corporate sponsors for projects, how we created student-consulting teams, and how we developed capstone courses incorporating system design theory. They may also gain insight from discussions about student evaluations and about lessons we learned from experimental capstone courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ourusoff:2004:RSE, author = "Nicholas Ourusoff", title = "Reinvigorating the software engineering curriculum with {Jackson}'s methods and ideas", journal = j-SIGCSE, volume = "36", number = "2", pages = "93--96", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024380", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ourusoff04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/SE/alspaugh.bib", abstract = "Because they are sound, original, and provide a needed critical perspective, Jackson's ideas and methods deserve to be incorporated into --- and can invigorate --- the software engineering curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{delRio:2004:HGA, author = "Agust{\'\i}n Cernuda del R{\'\i}o", title = "How not to go about a programming assignment", journal = j-SIGCSE, volume = "36", number = "2", pages = "97--100", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Rio04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Computer programming students invariably fall into more than one bad habit. It can be extremely difficult to eradicate them (and many lecturers and professional programmers keep succumbing to them time and again). I wrote this when, in the days leading up to an assignment deadline, I saw these things happening so often that I couldn't help but recall my classmates and I a decade earlier\ldots{} doing exactly the same things as my students. This article is an attempt to show these irrational attitudes in an ironical way, intending to make our students aware of bad habits without admonishing them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hill:2004:EGA, author = "Thomas G. Hill", title = "Excel grader and access grader", journal = j-SIGCSE, volume = "36", number = "2", pages = "101--105", month = jun, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1024338.1024382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Hill04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Excel Grader is an automated grader for use by instructors in Microsoft Excel and Microsoft Office application courses. Excel Grader performs static analysis on Microsoft Excel workbooks. The program compares a student workbook with the instructor's correct version of the workbook. The student workbook is marked and a grade report is embedded. Excel Grader includes reports and a tool for plagiarism detection. Access Grader is a companion product that grades Microsoft Access assignments. Access Grader embeds an ``ERRORS'' table in the student database. Access Grader grades database table and queries. Access Grader has similar reports and user interface as Excel Grader. The graders have been tested in thirty-nine Microsoft Office applications classes (with about 800 students) over two semesters. Thousands of assignments have been graded. According to a survey of instructors using the programs, the graders were extremely accurate and saved hours of grading time. Students that were surveyed felt the grading was fair and accurate.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cliff:2004:TAN, author = "David Cliff", title = "Teaching about natural systems, the next generation of computers, and the generation after that?", journal = j-SIGCSE, volume = "36", number = "3", pages = "1--1", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1007997", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mander:2004:BF, author = "Keith Mander", title = "Back to the future?", journal = j-SIGCSE, volume = "36", number = "3", pages = "2--2", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1007998", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The way in which universities moved from an elite system of education in the 1960s to a more inclusive system of education in the 1990s has been a great success story. Computer Science has played its part, becoming a subject taught in some form in almost every university in the developed world. Those of us who were in the subject at the start of its significant growth remember the battles to get Computer Science recognised as an acceptable academic subject, and the ways in which it subsequently came to dominate many of the more traditional subjects in a university's portfolio. But as we move into the 21st century universities are entering the most volatile and turbulent time for higher education since the early 1980s, and the dangers for Computer Science are acute. For the first time in its history Computer Science is not expanding; other disciplines are encroaching on its territory; the science base (at least in English schools) is in decline; the computing industry is tentative. We are now seeing 18-year-old students with at least 10 years computing experience, who can write flawless code while holding a dozen simultaneous e-conversations and watching the TV. In their highly parallel universe, they find ``hello world'' uninteresting (even if it has a browser interface). They are natural collaborators --- wired, extrovert and hyper-social; they are digital natives whereas their teachers are digital immigrants. How will Computer Science survive the current turmoil? What can the past tell us about the future?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stepney:2004:TPC, author = "Susan Stepney", title = "Teaching post-classical computation: (extended abstract)", journal = j-SIGCSE, volume = "36", number = "3", pages = "3--3", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1007999", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2004:UXC, author = "D. Robert Adams and Christian Trefftz", title = "Using {XML} in a compiler course", journal = j-SIGCSE, volume = "36", number = "3", pages = "4--6", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008001", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe how XML can be introduced into a compiler construction course. We make the case that XML and compilers have much in common, and that introducing XML into a compiler course makes sense. We then goes on to demonstrate how XML was used in two recent compiler courses. Finally, we discuss the tradeoffs of using an XML-based project rather than a traditional programming-language project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chesnevar:2004:DSP, author = "Carlos I. Ches{\~n}evar and Maria P. Gonz{\'a}lez and Ana G. Maguitman", title = "Didactic strategies for promoting significant learning in formal languages and automata theory", journal = j-SIGCSE, volume = "36", number = "3", pages = "7--11", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008002", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An undergraduate course in Formal Languages and Automata Theory (FLAT) involves different topics that are core to the CS curricula and whose level of abstraction makes them difficult both to teach and to learn. Such difficulty stems from the complexity of the abstract notions involved and the required mathematical background. Surveys conducted among our students showed that many of them were applying some theoretical concepts mechanically rather than developing a significant learning of them, leading to a lack of motivation and interest. To cope with this problem, we introduced a number of didactic strategies based on a constructivist approach. The main aim of the proposed strategies is to promote a more significant learning of several important FLAT topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jipping:2004:IWW, author = "Michael J. Jipping and Andrew Kalafut and Nathan Kooistra and Kathleen Ludewig", title = "Investigating Wired and Wireless Networks Using a {Java}-based Programmable Sniffer", journal = j-SIGCSE, volume = "36", number = "3", pages = "12--16", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008003", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "Teaching students about networking requires laboratory investigation into network data. Such investigation requires examination of both wired and wireless network data. Most available network traffic sniffers are either too expensive or too cryptic to use. To implement network experiments in a classroom setting, we have developed NetSpy: a Java-based network sniffer that allows plug-in Java modules to analyze network data. NetSpy works with both wired and wireless networks. Modules are written by students as part of their experimentation with traffic data. This paper describes the NetSpy system and the way it can be used in a Networking clas.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2004:AHS, author = "Michal Armoni and Judith Gal-Ezer", title = "On the achievements of high school students studying computational models", journal = j-SIGCSE, volume = "36", number = "3", pages = "17--21", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008004", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the units in the relatively new high school CS curriculum which is being implemented in Israel is a theoretical unit on computational models. It includes deterministic and non-deterministic finite automata, regular and non-regular languages, closure properties of regular languages, pushdown automata, closure properties of context free languages, Turing machines, the Church--Turing thesis and the halting problem. This paper focuses on part of a study we conducted dealing with the achievements of high school students studying this unit. Specifically, this paper compares the achievements of students on the technical parts of this unit vs. its theoretical parts. We also examine the correlation between achievements of students studying the Computational Models unit, and two other factors: The students' previous computer-related background (not necessarily computer science) and the level on which they studied mathematics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yue:2004:DEU, author = "Kwok-Bun Yue and Wei Ding", title = "Design and evolution of an undergraduate course on {Web} application development", journal = j-SIGCSE, volume = "36", number = "3", pages = "22--26", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008005", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Web technologies have become essential in the computing curricula. However, teaching a Web development course to computing students is challenging because of large bodies of knowledge, rapidly changing technologies, demanding support infrastructures and diverse background of audiences. This paper presents the evolution and the experiences we have gained in teaching a Web development course for the past seven years. We incorporate selected leading edge Web technologies as soon as they become mature and stable. The course covers a broad spectrum of Internet technologies to provide a solid conceptual framework. It also includes an in-depth study of a selected technology to provide the necessary depth and knowledge to build realistic Web applications. This paper describes the course design, our choice of topics, programming assignments, course delivery and our experience in coping with the rapidly changing Web technologies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pahl:2004:SAD, author = "Claus Pahl and Ronan Barrett and Claire Kenny", title = "Supporting active database learning and training through interactive multimedia", journal = j-SIGCSE, volume = "36", number = "3", pages = "27--31", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008007", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The learning objectives of a database course include aspects from conceptual and theoretical knowledge to practical development and implementation skills. We present an interactive educational multimedia system based on the virtual apprenticeship model for the knowledge- and skills-oriented Web-based education of database course students. Combining knowledge learning and skills training in an integrated environment is a central aspect of our system. We show that tool-mediated independent learning and training in an authentic setting is an alternative to traditional classroom-based approaches.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Prior:2004:BES, author = "Julia Coleman Prior and Raymond Lister", title = "The backwash effect on {SQL} skills grading", journal = j-SIGCSE, volume = "36", number = "3", pages = "32--36", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008008", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines the effect of grading approaches for SQL query formulation on students' learning strategies. The way that students are graded in a subject has a significant impact on their learning approach, and it is crucial that graded tasks are carefully designed and implemented to inculcate a deep learning experience. An online examination system is described and evaluated.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2004:ELC, author = "Judy Sheard", title = "Electronic learning communities: strategies for establishment and management", journal = j-SIGCSE, volume = "36", number = "3", pages = "37--41", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008009", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students working in an online environment are isolated from their educators and other learners. Asynchronous discussion forums are often used to provide the learner with assistance, support and the social structures more readily available in the face-to-face environment. A further benefit of online discussion forums is the enabling of the development of electronic learning communities. However, the operation of these communities has required learners and educators to adopt behaviours and strategies appropriate for communication within this medium. This paper presents a model for electronic learning communities developed from studies of computing students and their teaching staff. The studies found that the development of an electronic learning community was largely student driven; however, staff had key roles to play in this process. The paper concludes with a set of strategies for the establishment and effective management of these communities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Minton:2004:IDP, author = "Liz Minton and Roger Boyle and Vania Dimitrova", title = "If diversity is a problem could e-learning be part of the solution?: a case study", journal = j-SIGCSE, volume = "36", number = "3", pages = "42--46", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008010", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Diversity of students enrolling on Computing degrees is becoming increasingly important in higher education with the number of mature students noticeably increasing and the expectations for learning and teaching gradually changing. This year, the UK government has issued two policy documents; the first will influence the make-up of the student body in the future, the second is pushing for a unified e-learning strategy within all education sectors which is driven by user needs and not by the technologies. This paper presents a study of two focus groups in a Computing department in a UK university, and discusses the needs of two diverse student groups, traditional and mature students. It is argued that if e-learning is to be driven by the needs of the users, then diversity should be a driving force behind the use of e-learning technology. Further, we suggest that participatory design would be extremely beneficial in developing effective e-learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cheng:2004:EEI, author = "Chew Swee Cheng and Chris Beaumont", title = "Evaluating the effectiveness of {ICT} to support globally distributed {PBL} teams", journal = j-SIGCSE, volume = "36", number = "3", pages = "47--51", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008011", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the 21st century it is becoming increasingly common to work and learn in teams that are globally distributed. Such teams rely heavily on ICT to facilitate communication. There are many communication tools and technologies to choose from. This study investigates the effectiveness of a rich set of tools and considers if synergy exists between them. This paper reports and analyses the use of communication tools by students in a distributed Problem-based Learning (dPBL) environment. The PBL teams consisted of four students from Singapore and four from the UK. Teams had a rich set of synchronous and asynchronous communication tools available to them, including ISDN videoconference, WebCam video/audio, Microsoft NetMeeting\reg{} Chat, Asynchronous drop box and threaded discussion Forum. This ethnographic study showed that semantic discussion threads included the use of all tools and enabled students to effectively co-construct meaning (and understanding). Students were able to deploy the use of different tools effectively to achieve the learning outcomes intended for various stages in the PBL cycle, with both asynchronous and synchronous media being considered of high importance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2004:RVS, author = "Mordechai Ben-Ari and Jorma Sajaniemi", title = "Roles of variables as seen by {CS} educators", journal = j-SIGCSE, volume = "36", number = "3", pages = "52--56", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008013", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Roles can be assigned to occurrences of variables in programs according to a small number of patterns of use that are both language- and algorithm-independent. Preliminary studies on explicitly teaching roles of variables to novice students have shown that roles are an excellent pedagogical tool for clarifying the structure and meaning of programs. This paper describes the results of an investigation designed to test the understandability and acceptability of the role concept and of the individual roles as seen by computer science educators. The investigation consisted of a short tutorial on roles, a brief training session on assigning roles to variables, a test evaluating the subjects' ability to assign roles, and a set of open questions concerning their opinions of roles. Roles were identified with 85 accuracy, and in typical uses of variables with 93 accuracy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kuittinen:2004:TRV, author = "Marja Kuittinen and Jorma Sajaniemi", title = "Teaching roles of variables in elementary programming courses", journal = j-SIGCSE, volume = "36", number = "3", pages = "57--61", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008014", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer programming is a difficult skill for many students and new methods and techniques to help novices to learn programming are needed. This paper presents roles of variables as a new concept that can be used to assist in learning and gives detailed instructions on techniques to present roles to novices. These techniques are based on current learning theories and they have been used in a classroom experiment comparing traditional teaching with role-based teaching. The results suggest that the introduction of roles provides students a new conceptual framework that enables them to mentally process programs in a way similar to that of good code comprehenders; the use of role-based animation seems to assist in the adoption of role knowledge and expert-like programming skill.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2004:EIA, author = "David Ginat", title = "Embedding instructive assertions in program design", journal = j-SIGCSE, volume = "36", number = "3", pages = "62--66", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008015", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer programs are operational schemes. Many programmers design, describe, and justify their programs while solely thinking ``operationally''. Yet, an operational perspective is insufficient. For many years, the important role of an assertional perspective is advocated. However, this perspective is debated [5]. Many are deterred from employing it, possibly because it is displayed with formal notations and mathematical logic. The objective of this paper is to offer the elaboration of this perspective through a natural, informal embedment of assertions in the design process. The essential, revealing, and instructive role of informal, yet concise and accurate assertions is motivated and elaborated; first through three stimulating illustrations, and then with a general instructional approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blumenstein:2004:EAG, author = "Michael Blumenstein and Steven Green and Ann Nguyen and Vallipuram Muthukkumarasamy", title = "An experimental analysis of {GAME}: a generic automated marking environment", journal = j-SIGCSE, volume = "36", number = "3", pages = "67--71", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008016", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the Generic Automated Marking Environment (GAME) and provides a detailed analysis of its performance in assessing student programming projects and exercises. GAME has been designed to automatically assess programming assignments written in a variety of languages based on the ``structure'' of the source code and the correctness of the program's output. Currently, the system is able to mark programs written in Java, C++ and the C language. To use the system, instructors are required to provide a simple ``marking schema'' for any given assessment item, which includes pertinent information such as the location of files and the model solution. In this research, GAME has been tested on a number of student programming exercises and assignments. The results obtained, have been analysed and compared against a human marker providing encouraging results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parkinson:2004:AFD, author = "Adrian Parkinson and James A. Redmond and Cathal Walsh", title = "Accommodating field-dependence: a cross-over study", journal = j-SIGCSE, volume = "36", number = "3", pages = "72--76", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008018", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In a previous study, it was found that field-independent learners performed significantly better than field-dependent learners in a web based and in a computerised text-based environment. It was decided to adapt both a web interface and a traditional text to accommodate the Field-dependent learner so as to try to reduce the disparity in performance with Field-independents. Seventy Information Systems students were initially assessed for Field-dependence/Field-independence cognitive style using the Group Embedded Figures Test (GEFT). The group of students was divided up randomly into two halves. In Session one, group 1 studied using a Web interface Modules 1 --- 9 of an Introductory Course in Artificial Intelligence. Group 2 studied the same material in hard copy form only (Text). All studied the material for one hour per week for six weeks. They were then assessed in a one-hour exam. After a period of 7 weeks, in Session 2, Group 1 studied Modules 10 --- 18 using Text while group two studied the same material using the Web interface. The results showed that the performance of Field-dependent individuals, be it in text or web, to be comparable to Field-independents.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kerren:2004:GME, author = "Andreas Kerren", title = "Generation as method for explorative learning in computer science education", journal = j-SIGCSE, volume = "36", number = "3", pages = "77--81", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008019", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of generic and generative methods for the development and application of interactive educational software is a relatively unexplored area in industry and education. Advantages of generic and generative techniques are, among other things, the high degree of reusability of systems parts and the reduction of development costs. Furthermore, generative methods can be used for the development or realization of novel learning models. In this paper, we discuss such a learning model that propagates a new way of explorative learning in computer science education with the help of generators. A realization of this model represents the educational software GANIFA on the theory of generating finite automata from regular expressions. In addition to the educational system's description, we present an evaluation of this system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2004:DSC, author = "David Ginat", title = "Do senior {CS} students capitalize on recursion?", journal = j-SIGCSE, volume = "36", number = "3", pages = "82--86", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008020", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "CS students learn and practice recursion in CS1, Data-Structures, Introduction-to-Algorithms, and additional courses throughout the curriculum. Previous studies revealed difficulties of CS1 students with the concept and the construct of recursion. What about advanced students? They may well understand the concept and the construct of recursion; but do they invoke and utilize recursion as a problem solving means? The paper examines this aspect, with senior CS students. The students were given three algorithmic tasks, for which the suitable solution approach was recursive. The student solutions and explanations demonstrate very limited capitalization on recursion as a problem solving means. We discuss the findings and suggest pedagogical implications for teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Melin:2004:POS, author = "Ulf Melin and Stefan Cronholm", title = "Project oriented student work: learning \& examination", journal = j-SIGCSE, volume = "36", number = "3", pages = "87--91", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008021", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper evaluates students' experiences from learning and examination when using a project oriented work approach in an undergraduate information systems development course. The result in this paper shows that students' has an overall positive attitude towards project oriented work. It provides students with an arena for discussing different perspectives, peer-to-peer learning, social interaction and a dynamic work setting. Motivating factors are that the work is authentic, prepare students for working life and last but not least considered as fun. There is however an anxiety about unfair grading that needs to be dealt with. The individual performance must be measured and be a central part of examination and grading. The students must be provided with opportunities to demonstrate what they are able to do on a course, and get genuine feedback on that. This is a way of reducing the free rider syndrome.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2004:DVT, author = "Raymond Lister and Ilona Box and Briana Morrison and Josh Tenenberg and D. Suzanne Westbrook", title = "The dimensions of variation in the teaching of data structures", journal = j-SIGCSE, volume = "36", number = "3", pages = "92--96", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008023", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The current debate about the teaching of data structures is hampered because, as a community, we usually debate specifics about data structure implementations and libraries, when the real level of disagreement remains implicit --- the intent behind our teaching. This paper presents a phenomenographic study of the intent of CS educators for teaching data structures in CS2. Based on interviews with Computer Science educators and analysis of CS literature, we identified five categories of intent: developing transferable thinking, improving students' programming skills, knowing ``what's under the hood'', knowledge of software libraries, and component thinking. The CS community needs to first debate at the level of these categories before moving to more specific issues. This study also serves as an example of how phenomenographic analysis can be used to inform debate on syllabus design in general.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Waraich:2004:UNM, author = "Atif Waraich", title = "Using narrative as a motivating device to teach binary arithmetic and logic gates", journal = j-SIGCSE, volume = "36", number = "3", pages = "97--101", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008024", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper briefly describes the design, development and evaluation of a prototype multimedia Interactive Learning Environment (ILE). This incorporated narrative in an attempt to provide a rich and engaging learning experience for first year undergraduate students studying a computer architecture unit at Manchester Metropolitan University. The main problem addressed was how to ensure that the ILE would appeal to students who found the domain difficult and to increase their learning and motivation to learn. A design approach has been developed which aims to address these issues using a narrative based framework. The ILE is (briefly) described and an initial evaluation of its use presented. The paper concludes by identifying the aspects of the ILE, which appealed to the students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Muller:2004:APP, author = "Orna Muller and Bruria Haberman and Haim Averbuch", title = "(An almost) pedagogical pattern for pattern-based problem-solving instruction", journal = j-SIGCSE, volume = "36", number = "3", pages = "102--106", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008025", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Importing design patterns from software engineering to the computer science education (CSE) field was followed by defining patterns and pattern languages suitable for CS courses. The main goal of incorporating patterns in CSE was to enhance students' programming abilities, as well as their design and problem-solving skills. Accordingly, various instructional materials were suggested for using patterns in classroom learning activities, such as collections of patterns and related programming assignments. However, the existing pattern-based materials seem to be insufficient for implementation in the classroom, especially when teaching introductory courses that emphasize syntax and programming language features. Therefore, alternative methods using applicative models for pattern-based instruction, which emphasize problem solving and program design issues rather than specific language features and syntax, should be developed and assimilated within the CS teaching community. We believe that successful implementation of such models should be accompanied by appropriate teacher-training. In this paper we describe an initial effort to expose CS teachers to the notions of pedagogical patterns and pattern-based instruction, aimed at motivating them to meaningfully adopt and adapt patterns to their concrete pedagogical needs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Natvig:2004:ACG, author = "Lasse Natvig and Steinar Line", title = "Age of computers: game-based teaching of computer fundamentals", journal = j-SIGCSE, volume = "36", number = "3", pages = "107--111", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008026", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Age of Computers (AoC) is a new approach to the learning activities that supplements the auditorium lectures in a computer fundamentals course with 250 students. It is a computer game that presents the students a diverse set of problems from the course topics linked to computer history. It is implemented as set of dynamic web pages retrieved from a database. A prototype was used in 2003, and the feedback is positive and a strong motivation for continuing the project. The paper describes AoC, its use and implementation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davoli:2004:TOS, author = "Renzo Davoli", title = "Teaching operating systems administration with {User Mode Linux}", journal = j-SIGCSE, volume = "36", number = "3", pages = "112--116", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008027", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "User Mode Linux is a virtual machine running on a GNU-Linux operating system. It is the right choice for teaching operating systems' administration, as it does not need any dedicated hardware. It runs at user level (no need for root, i.e., administrator, access or possible security threats) and it does not have the performance problems of an emulator. This paper describes how to set up a laboratory for teaching operating systems' administration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Heaney:2004:MPI, author = "David Heaney and Charlie Daly", title = "Mass production of individual feedback", journal = j-SIGCSE, volume = "36", number = "3", pages = "117--121", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008029", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a system to improve the quality of feedback provided to an Introductory Programming course. The system uses web technology to create a graphical tool that the tutors can use to produce student-friendly feedback. It was used during the first semester in Autumn 2002. Analysis of exam results show that there was a statistically significant improvement and student surveys showed that they enjoyed using the system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sitthiworachart:2004:EPA, author = "Jirarat Sitthiworachart and Mike Joy", title = "Effective peer assessment for learning computer programming", journal = j-SIGCSE, volume = "36", number = "3", pages = "122--126", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008030", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Peer assessment is a technique that has been successfully employed in a variety of academic disciplines, and which is considered to be effective in developing student's higher cognitive skills. In this paper, we consider the results of applying novel web-based technology to the delivery of peer assessment in the context of an undergraduate computer programming course, and discuss the benefits of this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Abunawass:2004:CCPa, author = "Adel Abunawass and Will Lloyd and Edwin Rudolph", title = "{COMPASS}: a {CS} program assessment project", journal = j-SIGCSE, volume = "36", number = "3", pages = "127--131", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008031", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe our Computer Science Program Assessment (COMPASS) project. COMPASS uses open-source software tools to support the development and analysis of course portfolios. We use the portfolios internally to improve the quality of our undergraduate computer science curriculum, and externally to satisfy the requirements of program and university accrediting agencies. COMPASS makes it easy for instructors to build good portfolios and for the department to review and analyze them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wang:2004:EBA, author = "Chin-Yeh Wang and Gwo-Dong Chen", title = "Extending e-books with annotation, online support and assessment mechanisms to increase efficiency of learning", journal = j-SIGCSE, volume = "36", number = "3", pages = "132--136", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008032", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Internet and web environment allow readers to read online many multimedia books. Readers can annotate, collaborate, and discuss content using efficient reading functions. Reading is migrating from printed books to e-books. This study designs an online reading environment with a wide range of support to increase students' learning performance. Online knowledge and human resources are used to answer directly students' queries. Students' annotating behaviors are analyzed as to help them understand the results of their learning earlier on. Experimental results reveal the extent to which students' reading behaviors shift from the printed book to this system using online reading time analysis. Data and questionnaire results show that students think that the system is conveniently and efficiently for them to annotate and propose query strings to knowledge repository and to discussion forum. In assessing reading performance, analysis of students' annotation results can forecast examination grades with 75.5 accuracy. Such analysis helps teachers and students to increase teaching and learning efficiencies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{English:2004:AAG, author = "John English", title = "Automated assessment of {GUI} programs using {JEWL}", journal = j-SIGCSE, volume = "36", number = "3", pages = "137--141", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008033", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a system for the automated assessment of GUI-based programs. This uses the JEWL library, a set of Java packages designed for use by complete beginners to Java which allows students to build GUI-based programs from the 'Hello world' stage onwards. This paper describes how JEWL has also been designed so that it can be used to assess such programs automatically.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2004:FPD, author = "Henrik B{\ae}rbak Christensen", title = "Frameworks: putting design patterns into perspective", journal = j-SIGCSE, volume = "36", number = "3", pages = "142--145", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008035", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Design patterns have made a strong impact on how object-oriented software is designed, implemented, and communicated in industrial projects. Teaching patterns is therefore of great importance. Patterns, however, have a natural catalogue-like nature, that easily misleads us into to lecturing them one at a time. This leaves an impression of patterns as isolated solutions to independent problems. We present our experience with trying to counteract this problem by using a well-engineered framework, JHotDraw, as a case study in how patterns work together to define a flexible and compositional software system of high quality.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fisher:2004:CSI, author = "John Fisher and John Lowther and Ching-Kuang Shene", title = "Curve and surface interpolation and approximation: knowledge unit and software tool", journal = j-SIGCSE, volume = "36", number = "3", pages = "146--150", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008036", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a knowledge unit and the use of a software tool, DesignMentor, for teaching a very challenging topic in computer graphics and visualization, namely: curve and surface interpolation and approximation. Topics include global and local interpolation, global approximation, and curve network interpolation. For the past six years, a junior-level course has successfully used this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stuurman:2004:ETD, author = "Sylvia Stuurman and Gert Florijn", title = "Experiences with teaching design patterns", journal = j-SIGCSE, volume = "36", number = "3", pages = "151--155", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008037", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present an assignment for a course on Design patterns at the masters level, where students have to adapt an existing program to meet additional requirements. We describe the basic program, discuss the reasons why we decided for such an assignment, and show the results. The assignment proved to be very effective both to train students to work with design patterns and to assess that students have reached the learning goals. This was true both for students with a professional background and for students with academic interests.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamer:2004:ATD, author = "John Hamer", title = "An approach to teaching design patterns using musical composition", journal = j-SIGCSE, volume = "36", number = "3", pages = "156--160", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008038", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present an approach to teaching design patterns using a music composition project. The project is distinctive in that students are encouraged to discover and express their innate musical talents, and are exposed to some deep connections between programming and art. In addition to design patterns, the material provides opportunities for incorporating a surprisingly diverse range of topics---from data structures, grammars, parsing, to formal proofs. The approach has been used successfully in both introductory and advanced courses over a number of years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2004:ULD, author = "Richard C. Thomas and Rebecca Mancy", title = "Use of large databases for group projects at the nexus of teaching and research", journal = j-SIGCSE, volume = "36", number = "3", pages = "161--165", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008039", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Final year, group (capstone) projects in computing disciplines are often expected to fill multiple roles: in addition to allowing students to learn important domain-specific knowledge, they should reinforce computing and software engineering concepts and provide for the acquisition of transferable skills. For motivational and pedagogical reasons, it is clearly preferable that such projects respond to real needs, be those in research or industry. We describe two student projects based on a large repository of usage data and integrated into a course in Professional Computing. These projects fulfilled the objectives outlined above and were closely linked to the research of the first author. We suggest that similar projects based on large databases may offer a transferable paradigm for others to follow. Finally, we outline some important elements for a successful group project based on a large database.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McKenna:2004:CIP, author = "Peter McKenna and Ben Laycock", title = "Constructivist or instructivist: pedagogical concepts practically applied to a computer learning environment", journal = j-SIGCSE, volume = "36", number = "3", pages = "166--170", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008041", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses an innovative use of information technology in supporting the learning and teaching of sampling and quantisation within the Multimedia Computing curriculum. Three parallel on-line learning resources were developed to teach the principles of sampling to Multimedia Computing undergraduates: one highly interactive Flash artefact was developed on the basis of constructivist principles; a second drill-based html resource followed instructivist principles; and a third combined the two strategies. This paper reports the practical and conceptual exploration of what it means to take a constructivist or instructivist, or mixed approach to the design of learning software. All three resources were tested with distinctive groups of students in order to explore and contrast the relative short-term benefits of the different pedagogical approaches to learning software development. The results indicated that a combined constructivist resource offered the learner a deeper knowledge of waveform sampling; the question of longer-term retention and transferable understanding can only be answered by means of longitudinal research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ramalingam:2004:SEM, author = "Vennila Ramalingam and Deborah LaBelle and Susan Wiedenbeck", title = "Self-efficacy and mental models in learning to program", journal = j-SIGCSE, volume = "36", number = "3", pages = "171--175", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008042", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Learning to program is a unique experience for each student, and it is not fully understood why one person in an introductory programming course learns to program better and more quickly than the next. Self-efficacy is an individual's judgment of his or her ability to perform a task within a specific domain [1]. A mental model is a person's internal (mental) representation of real world objects and systems [9]. Research has shown that high self-efficacy and a good mental model are important to knowledge acquisition and transfer. This research investigates the effects of students' self-efficacy and mental models of programming on learning to program. The results show that self-efficacy for programming is influenced by previous programming experience and increases as a student progresses through an introductory programming course. The results also show that the student's mental model of programming influences self-efficacy and that both the mental model and self-efficacy affect course performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanks:2004:PQP, author = "Brian Hanks and Charlie McDowell and David Draper and Milovan Krnjajic", title = "Program quality with pair programming in {CS1}", journal = j-SIGCSE, volume = "36", number = "3", pages = "176--180", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008043", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Prior research on pair programming has found that compared to students who work alone, students who pair have shown increased confidence in their work, greater success in CS1, and greater retention in computer-related majors. In these earlier studies, pairing and solo students were not given the same programming assignments. This paper reports on a study in which this factor was controlled by giving the same programming assignments to pairing and solo students. We found that pairing students were more likely to turn in working programs, and these programs correctly implemented more required features. Our findings were mixed when we looked at some standard complexity measures of programs. An unexpected but significant finding was that pairing students were more likely to submit solutions to their programming assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paz:2004:EAA, author = "Tamar Paz and Tami Lapidot", title = "Emergence of automated assignment conceptions in a functional programming course", journal = j-SIGCSE, volume = "36", number = "3", pages = "181--185", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008044", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports a research into the performance of high school students while they were first exposed to the paradigm of functional programming. The findings have been organized using three categories. In this paper we will concentrate on the ``Automated assignment to parameters'' conception which was the most widespread conception found in the research. We will describe the conception and will discuss some possible factors that could influence its development.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{vanVeen:2004:WLC, author = "Maarten van Veen and Fred Mulder and Karel Lemmen", title = "What is lacking in curriculum schemes for computing\slash informatics?", journal = j-SIGCSE, volume = "36", number = "3", pages = "186--190", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008046", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we elaborate on the work done by IFIP Working Group 3.2 in 1997 and 2002 on various curriculum schemes for computing/informatics. It is the aim of this paper to contribute to this work by bringing in concepts and insights from curriculum research and curriculum theory. This offers an additional view on the curriculum schemes besides the more disciplinary content driven approach that mostly dominates the curriculum work. We analyze three curriculum schemes: Computing Curricula 2001 (CC2001), Informatics Curriculum Framework 2000 (ICF-2000) and Career Space (CSP) with two confronting exercises. The first exercise introduces the concepts of planned, enacted, experienced, and hidden curriculum and applies these to the process of development and implementation of curriculum schemes in general. The second exercise positions the three curriculum schemes in a generic set of curriculum components that is being used frequently in, for example, secondary education as well as in other disciplines. It appears that quite a few components are not included. The paper concludes with some suggestions for improving the development process of curriculum schemes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolikant:2004:COP, author = "Yifat Ben-David Kolikant and Sarah Pollack", title = "Community-oriented pedagogy for in-service {CS} teacher training", journal = j-SIGCSE, volume = "36", number = "3", pages = "191--195", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008047", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we examine CS teachers from the aspect of their membership within a community of practice. We show that there is much interaction among the teachers; however, this interaction is merely for exchanging classroom materials and rarely involves a thorough analysis or the design of meaningful pedagogy. Consequently we present, with examples, a community-oriented pedagogical approach for re-designing the interaction to include thorough discussions utilizing a bird's-eye view of the discipline of CS as well as theories of learning in the context of in-class practice. We show that teachers who participated in a course, which was designed according to community-oriented pedagogy, recognized the power of belonging to a community and consequently changed their self-perception of being merely knowledge consumers to being collaborative knowledge producers as well.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dooley:2004:MCS, author = "John F. Dooley", title = "Moving to {CC2001} at a small college", journal = j-SIGCSE, volume = "36", number = "3", pages = "196--198", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008048", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe the process, problems, and successes of moving a Computer Science major at a small liberal arts college from CC1991[1] to CC2001[3]. Our current computer science major is largely based on CC1991 and on A Revised Model Curriculum for a Liberal Arts Degree in Computer Science[2]. We discuss issues with the number of required courses, the mathematics requirement, staffing, and transitioning to the new curricular model within a small department.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paxton:2004:PCA, author = "John Paxton and Karim Heredia", title = "Providing curricular assistance to a third world university computer science department", journal = j-SIGCSE, volume = "36", number = "3", pages = "199--202", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008049", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Helping third world universities to improve their computer science curricula is an important obligation that first and second world computer science departments have. For third world countries, a technically skilled workforce that can compete in today's modern world is imperative for sustainable development. In this paper, we will describe a liaison between Montana State University (USA) and Don Bosco University (El Salvador) that resulted in the first author teaching three advanced computer science topics at Don Bosco University. The pedagogy related to teaching advanced topics to students of a different culture while being translated is described. We hope that this paper will convey how rewarding such an experience can be and to encourage other liaisons between computer science departments in the developed and developing parts of the world. Although the specifics of the experience described in this paper will almost certainly differ from your own, we believe that many of our general observations might be useful should you have the chance to be involved in a similar experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lopez-Herrejon:2004:UIT, author = "Roberto E. Lopez-Herrejon and Morrie Schulman", title = "Using interactive technology in a short {Java} course: an experience report", journal = j-SIGCSE, volume = "36", number = "3", pages = "203--207", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008051", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Keeping students alert and responsive during lectures is a challenge even for experienced teachers in small group settings. Research has shown the importance of student participation and involvement in the learning process. Many ideas and strategies have been proposed to promote these two vital education elements [5]. Among them is the use of interactive technology where the instructor asks a question to the class and each student answers individually. These answers are tallied and the professor can get immediate, quantitative, and real-time feedback information that can be used to detect and address comprehension problems and to adapt the lecture plan accordingly. In this paper we report our experiences using a wireless interactive system named the Classroom Performance System (CPS) [9] in a fast-paced, short but comprehensive Java programming course. We present the challenges we faced and the lessons we learned in designing and delivering lectures using this type of technology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{LopezHerrejon:2004:UIT, author = "R. E. {Lopez Herrejon} and M. Schulman", title = "Using Interactive Technology in a Short {Java} Course: An Experience Report", journal = j-SIGCSE, volume = "36", number = "3", pages = "203--207", month = sep, year = "2004", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Thu Nov 11 05:40:33 MST 2004", bibsource = "https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chang:2004:TCN, author = "Rocky K. C. Chang", title = "Teaching computer networking with the help of personal computer networks", journal = j-SIGCSE, volume = "36", number = "3", pages = "208--212", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008052", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an ``experiential'' learning approach to teaching a foundational course on Computer Networking. In additional to the traditional laboratory sessions and analytical problem-solving, I have introduced a class project based on personal computer networks for the last three years. Each project group sets up and owns an IP private network throughout the course, and they perform various experiments on it to verify and test the networking principles learned from the textbooks and lectures. The students' feedbacks collected so far are extremely positive. Not only they can acquire practical skills during the process, they are able to better understand the abstract networking concepts and protocols through their working experience with the personal computer networks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Simon:2004:PET, author = "Beth Simon and Ruth Anderson and Crystal Hoyer and Jonathan Su", title = "Preliminary experiences with a tablet {PC} based system to support active learning in computer science courses", journal = j-SIGCSE, volume = "36", number = "3", pages = "213--217", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008053", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There has been much research on the benefits of active and collaborative learning and on its use in computer science courses. As classroom technology becomes more prevalent it is natural to develop systems that support the use of these techniques. We have developed such a system as an extension to Classroom Presenter [2], a Tablet PC-based presentation system. In our system students (or groups of students) are equipped with tablet computers and at various points during the lecture, are asked to solve a problem or respond to a question. Students respond by writing their solution on the tablet and submitting it wirelessly to the instructor. The instructor can view all student responses, select one or more to display to the class, and annotate responses with ink as they are being displayed. Student responses can be saved for review after lecture by the instructor or made available electronically to the students. In this paper we describe the system and our initial experiences using the system in two classes (CS1 and Computer Ethics) at the University of San Diego in Fall 2003.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2004:ECL, author = "Guido R{\"o}{\ss}ling and Christoph Trompler and Max M{\"u}hlh{\"a}user and Susanne K{\"o}bler and Susanne Wolf", title = "Enhancing classroom lectures with digital sliding blackboards", journal = j-SIGCSE, volume = "36", number = "3", pages = "218--222", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008054", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional blackboard-based lectures provide context on the sliding blackboards. Modern lectures incorporating video projectors typically do not provide this context. We describe a project that combines both approaches to provide context for ``modern'' lectures. We also discuss the benefits for educators and students. The software is sufficiently versatile to incorporate practically any software for content display.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sadiq:2004:SOS, author = "Shazia Sadiq and Maria Orlowska and Wasim Sadiq and Joe Lin", title = "{SQLator}: an online {SQL} learning workbench", journal = j-SIGCSE, volume = "36", number = "3", pages = "223--227", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008055", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "SQL (Structured Query Language) is one of the essential topics in foundation databases courses in higher education. Due to its apparent simple syntax, learning to use the full power of SQL can be a very difficult activity. In this paper, we introduce SQLator, which is a web-based interactive tool for learning SQL. SQLator's key function is the evaluate function, which allows a user to evaluate the correctness of his/her query formulation. The evaluate engine is based on complex heuristic algorithms. The tool also provides instructors the facility to create and populate database schemas with an associated pool of SQL queries. Currently it hosts two databases with a query pool of 300+ across the two databases. The pool is divided into 3 categories according to query complexity. The SQLator user can perform unlimited executions and evaluations on query formulations and/or view the solutions. The SQLator evaluate function has a high rate of success in evaluating the user's statement as correct (or incorrect) corresponding to the question. We will present in this paper, the basic architecture and functions of SQLator. We will further discuss the value of SQLator as an educational technology and report on educational outcomes based on studies conducted at the School of Information Technology and Electrical Engineering, The University of Queensland.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldweber:2004:RBCb, author = "Michael Goldweber and Martyn Clark and Sally Fincher and Arnold Pears", title = "The relationship between {CS} education research and the {SIGCSE} community", journal = j-SIGCSE, volume = "36", number = "3", pages = "228--229", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008057", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2004:WDW, author = "Mordechai Ben-Ari and Anders Berglund and Shirley Booth and Christian Holmboe", title = "What do we mean by theoretically sound research in computer science education?", journal = j-SIGCSE, volume = "36", number = "3", pages = "230--231", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008059", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "With our interest to improve our education in computer science, an understanding of how students learn about CS concepts, how different concepts are understood, as well as the conditions for learning, become important issues. A better understanding of our students and their learning gives us a strong tool in our efforts to develop teaching. There is an increasing awareness of the usefulness of theoretically sound research approaches: it opens for generalisations of results, it invites comparison between researchers, methods and results, and at the same time it makes the limits of the research visible. As examples on initiatives that have lately been taken to promote a conscious use of relevant research approaches, can be mentioned the bootstrapping project [13], the special issue on import and export of Computer Science Education (to appear), as well as papers offering overviews of the current use of certain approaches ([4], [8]) and attempts to verbalize models for a successful research process ([5], [6], [12]).These initiatives do not advocate the primacy of a certain approach over others. This openness is well-grounded, since ``a particular approach offers certain perspectives on a research question, and, in this way, enables the researcher to study [these] aspects of learning, while other aspects, that are not in focus using the selected approach, become unclear or 'blurred' (Berglund, submitted for review). Thus, the selection an approach is closely intertwined with the research question under investigation. In this panel, the theoretical foundations for four different research approaches will be described, and examples of research performed within each of these approaches will be given. The examples will serve to illuminate which kinds of results that can be offered by a particular approach, and thereby illustrate its use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liffick:2004:IAT, author = "Blaise W. Liffick", title = "Introducing assistive technology in an {HCI} course", journal = j-SIGCSE, volume = "36", number = "3", pages = "232--232", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008061", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes part 1 of the 2-year project ``Integrating Assistive Technology into an Undergraduate Computer Science Curriculum from an HCI Approach,'' funded by the National Science Foundation. The intent of this phase of the project is to introduce the topic of computerized aids for the disabled (generally called assistive technology (AT)) as one-to-three week curriculum modules as part of a typical human-computer interaction (HCI) course offered for senior Computer Science majors. This poster will briefly describe some of the topics to be covered, how these topics fit within HCI concepts, sample assignments, and the laboratory equipment used to support demonstrations and assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Navarro:2004:SES, author = "Emily Oh Navarro and Andr{\'e} van der Hoek", title = "{SimSE}: an educational simulation game for teaching the Software engineering process", journal = j-SIGCSE, volume = "36", number = "3", pages = "233--233", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008062", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2004:SWP, author = "Lillian N. Cassel and Edward A. Fox", title = "Sharing the wealth: publishing electronic resources", journal = j-SIGCSE, volume = "36", number = "3", pages = "234--234", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008063", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes the publication of educational resources in ACM's online Journal for Educational Resources in Computing (JERIC) and the US National Science Foundation's National STEM Digital Library (NSDL).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Quade:2004:PUR, author = "Ann M. Quade", title = "Promoting undergraduate research: a classroom model", journal = j-SIGCSE, volume = "36", number = "3", pages = "235--235", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008064", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a computer science course designed to develop and enhance undergraduates' research skills. The course pedagogy served to significantly reduce the faculty mentor's tedious task of building the mentee's research-related skill set, yet facilitated the establishment of partnerships between mentors and mentees.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ragonis:2004:RAA, author = "Noa Ragonis", title = "A refreshing approach to an academic seminar course", journal = j-SIGCSE, volume = "36", number = "3", pages = "236--236", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008065", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a creative approach for the computer science (CS) academic seminar course. The seminar goal is to gain integration between the curriculums learnt topics, thus clarifying and enriching CS students' conceptual maps.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leska:2004:LCC, author = "Chuck Leska and John Rabung", title = "Learning {O-O} concepts in {CS I} using game projects", journal = j-SIGCSE, volume = "36", number = "3", pages = "237--237", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008066", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching object-oriented design and programming in CS1 can benefit from problems that stimulate student interest, that yield to natural analysis under an object-oriented approach, and that provide a basis for extension and reuse. Our project endeavors to design, develop, and implement a set of games that spawn such problems spanning nearly the entirety of concepts presented in our CS1 course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2004:UHE, author = "John Impagliazzo and John A. N. Lee", title = "Using history to enhance computing courses", journal = j-SIGCSE, volume = "36", number = "3", pages = "238--238", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008068", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster, we describe how instructors can use history to enhance student learning in computer-related courses. The use of history relates events to people, places, and things.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harms:2004:VRS, author = "Douglas E. Harms", title = "A virtual reality simulator of the {ENIAC}", journal = j-SIGCSE, volume = "36", number = "3", pages = "239--239", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008069", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The ENIAC was designed and built at the University of Pennsylvania between 1943 and 1946 and is one of the world's first general-purpose programmable electronic computers. It occupied a 40 x 60 foot room, weighed 30 tons, and was programmed using knobs, switches, and cables. This poster describes the development of a virtual reality simulator of the ENIAC that permits students to program the ENIAC and see it operate.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zur:2004:TCC, author = "Ela Zur and Tamar Vilner", title = "Teaching certificate in computer science: didactics workshop", journal = j-SIGCSE, volume = "36", number = "3", pages = "240--240", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008070", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Among the prominent characteristics of the Open University of \ldots{} is its teaching method: self-study through distance learning. Students from all parts of the country pursue various degrees at the University and the majority utilize advanced technologies for their studies. We will describe the curriculum for a teaching certificate in Computer Science, particularly the course ``Methodology of Computer Science Teaching'' which utilizes multi-media technologies expressly developed for distance learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alfonsi:2004:IIT, author = "C. Alfonsi and N. Scarabottolo and D. Pedreschi and M. Simi", title = "{IT4PS}: information technology for problem solving", journal = j-SIGCSE, volume = "36", number = "3", pages = "241--241", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008071", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Powell:2004:DLC, author = "Norman Powell and David Moore and John Gray and Janet Finlay and John Reaney", title = "Dyslexia and learning computer programming", journal = j-SIGCSE, volume = "36", number = "3", pages = "242--242", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008072", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster explores some of the issues associated with teaching computer science to students with dyslexia. Issues associated with both student learning generally and computer science specifically are considered. The accessibility of teaching materials made available through virtual learning environments (VLEs) is addressed. Twelve resulting guidelines particularly relevant to students with dyslexia are outlined. More specifically to computer science, the issues associated with programming are explored through the development of a mapping of the features of dyslexia to the tasks involved in writing a computer program. Preliminary evidence, from both the wider dyslexia community with computer programming experience and some early interview results, are presented to both support the mapping and draw out other important issues. This poster describes results generated from a LTSN-ICS Development Fund project, entitled 'Impact of Learning Disability on the Study of Computing'. This project seeks to investigate the impact of learning disabilities on students who are following a course of study in the computing curriculum. It looked at how best to deliver materials through the University's Virtual Learning Environment (VLE) and then focused on issues surrounding students with dyslexia and computer programming. The introduction of the Special Educational Needs and Disability Act [1] and the Disability Discrimination Act part IV [2] provides an opportunity and incentive to review teaching and learning methods and see how the needs of the students with special needs are addressed. In the case of a computing department, this should include general aspects, for example accessible provision of e-resources, and also domain specific aspects, for example programming. This poster looks at both of these aspects. Leeds Metropolitan University (Leeds Met.) is a large (37,000 students) university of applied learning, with a policy of widening access to higher education. The School of Computing has approximately 1,500 students enrolled on a variety of HND and degree programmes, of these on average 20 are registered as dyslexic at any given time. This is in line with the occurrence of dyslexia across the University as a whole and the general higher education student population, 1.2 per cent to 1.5 per cent [3]. There is, then, a substantial and persistent number of individuals that require support within the school. The poster begins by outlining the sources of standards and guidelines relating to the provision of accessible Web based and e-learning materials and then highlights those considered particularly pertinent to students with dyslexia. It then focuses in on specific issues associated with computer programming and dyslexia. In order to do this, first the features of dyslexia, both negative and positive, are outlined. A model of the processes involved in computer programming is then proposed. This allows an interaction matrix of the features of dyslexia and the process stages of computer programming to be developed. Preliminary evidence is then presented from correspondents of a Dyslexia e-mail forum, which supports the interaction matrix and raises additional issues. The results of an interview with a Computer Science student with dyslexia are also presented. This poster is based on earlier work [4,5].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{To:2004:DAO, author = "L. March To", title = "Determinants affecting organizations' intent to adopt e-tailing: a study based on innovation theories", journal = j-SIGCSE, volume = "36", number = "3", pages = "243--243", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008074", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Online retailing (e-tailing), which is believed as a major technological innovation has aroused significant attention both in literature and business. Nevertheless, while there are abundant adoption studies from consumer perspectives, few studies provide concrete analysis of organizational views. To study organizations' behavior of the e-tailing adoption, the well-known innovation theories (e.g., [1], [2].) provide a valuable base for investigation. However, the major problematic issue in previous innovation theories is the inconsistent findings across studies. A determinant found significantly to an innovation adoption in one study can be insignificant in another study regarding the same innovation typology. It is suggested that more insights in research design be added to the theories before they are employed. The objective of this study is to provide a critical review in order to summarize and explain those inconsistent finding; and to propose a framework with new theoretical relationships to investigate the determinants affecting firms' intent of ``e-tailing'' adoption. It is indicated that the past inconsistent findings can be caused by mismatch between specificity and generality within a study; and inattention to some interactive relationships among the identified determinants [3]. With respect to the issues, a theoretical framework is proposed to test the new relationships among the four determinants namely (1) Perceived Characteristics of Innovation (PCI), (2) Characteristic of Environment, (3) Characteristic of Organization and (4) Characteristic of Top Management. Hierarchical Regression Analysis is used to test the model with variables entered into the regression equation by the assigned steps. It is expected that a firm who perceives better of e-tailing i.e., relative advantage and compatibility will have better attitude toward its adoption and have higher adoption intention. Besides these, higher competitive pressure, lower channel pressure, bigger firm size, more available IT infrastructure and innovative top management are expected to positively correlate with the intention. However, the real co-relational strengths of those relationships should be moderated by the firm's attitude toward the adoption. For example, competitive pressure is likely to make a firm more innovative in overall; however, whether a company is really willing to adopt a particular innovation would be affected by its attitude toward that innovation. Positive (negative) attitude can increase (decrease) the intention. This moderating effect, which has not addressed by past innovation theories, can explain the inconsistent findings. Figuring out what determinants affect the adoption of e-tailing among organizations provides significant implications. It is useful for managers to evaluate those internal and external factors of their firms. It helps managers position their firms for the decision of online marketing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2004:ISL, author = "Guido R{\"o}{\ss}ling and Henning B{\"a}r and Max M{\"u}hlh{\"a}user", title = "Interaction support in large-scale lectures", journal = j-SIGCSE, volume = "36", number = "3", pages = "244--244", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008075", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Larsson:2004:SOE, author = "Erik Larsson and Anders Larsson", title = "Student-oriented examination in a computer architecture course", journal = j-SIGCSE, volume = "36", number = "3", pages = "245--245", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008076", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Learning is a highly individual process. Some prefer learning by reading the course material, others learn best by listening to a lecture, while some like to learn in a trial-and-error way by themselves in a laboratory assignment. A good learning scheme is individual. A scheme that is good for some persons might not at all be good scheme for someone else. It is important to understand your own personal way to learn, but also when organizing a course individual learning alternatives should be acknowledged. Examination in a course can be seen as a test occasion or as a learning occasion. Traditionally, examination has been an occasion where knowledge is tested. Written exams can be used to test the theory and laboratory work to test practical aspects of the course material. For laboratory work the distinction between learning and test of learning is somewhat unclear. The learning and the test of learning are mixed. However, in general,examination can be seen as an occasion to learn and/or to test knowledge. We have, in a Computer Architecture course, taken the view that (1) learning is an individual process, and (2) that examination is a learning occasion. The consequence of our view (1) + (2) is basically that examination should be individual, or student-oriented. Alternatives to traditional examination is also supported when taking gender, cultural, and age perspectives. We therefore developed two examination tracks where the students in the beginning of the course decided what track to follow. Common for both tracks is that credits are given that can be counted for in the written exam. The students, individually or in pair, define their own laboratory task related to a course topic such as cache-memories or pipelines, solve the task and present the results in front of the class. Each student designs individually a multiple-choice pre-exam question (specifying what it tests, the question and correct answer). A student friend corrects the question and might improve it if needed. The teaching assistant selects questions for the multiple-choice pre-exam. Each student also creates individually one exam question, which a student friend corrects and if needed improves. Each part (lab presentation, creation and evaluation of pre-exam questions, pre-exam, and creation and evaluation of exam question) is given credits that are included in the written exam.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Benaya:2004:CSI, author = "Tamar Benaya and Ela Zur", title = "Can students improve their undergraduate achievements and get accepted to graduate school?", journal = j-SIGCSE, volume = "36", number = "3", pages = "246--246", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008077", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Open University of Israel offers an MSc program in Computer Science for students with an undergraduate degree in Computer Science and a grade point average of at least 80. We will describe an experiment which we began a year ago in which we give an opportunity to those students who do not meet the requirements (average lower than 80) to improve their achievements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bianco:2004:RSP, author = "Giovanni M. Bianco and Simonetta Tinazzi", title = "In the realm of {Si Piuh}", journal = j-SIGCSE, volume = "36", number = "3", pages = "247--247", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008078", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching computer science to children is a big priority among the most of the EU Countries. Nevertheless, off-the-shelf Computer Science books are not particularly tailored to children, who rather need their own language, which is based on fantasy, self-identification, analogy, play, and diverse other features which characterize their bubbling world. These are the main motivations for the introduction of a novel and more children-oriented approach to Computer Science. The manual in use at the University of Verona illustrates the hardware components of a PC. It is composed of eight Chapters. Under the child's point of view, the PC is a Realm where diverse Subjects coexist together. The Realm is lead by His Majesty whose name is Si Piuh. The Mother and the servants are necessary for Si Piuh to complete the job. In this work we'll examine some features of the first chapter where the principal hardware components are presented. The hardware components can be imagined as people who live in a Realm. All the people of the Realm are Goblins, each one devoted to a particular role. With a bit of fantasy, in a Realm there are exactly the same relationships one can find in a PC: gates to the external world, artists who produce paintings and sounds, Masters who guide the whole process, libraries to store material, buses to transport material, ambassadors who know communication protocols, servants and as many other Subjects as one can imagine. The PC (i.e., the Realm) is lead by the CPU, i.e., His Majesty. The name of the king is Si Piuh, which stands for the Italian pronounce of CPU (fig. 1). Synchronizing all the activities inside the PC is a very hard work. By analogy, leading the Realm is not as easy as one can think.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Price:2004:CEU, author = "Colin Price and John Price", title = "Common environment for undergraduate computer programming", journal = j-SIGCSE, volume = "36", number = "3", pages = "248--248", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008079", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present an Integrated Environment suitable for learning and teaching computer programming which is designed for both students of specialised Computer Science courses, and also non-specialist students such as those following Liberal Arts. The environment is rich enough to allow exploration of concepts from robotics, artificial intelligence, social science, and philosophy as well as the specialist areas of operating systems and the various computer programming paradigms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ford:2004:MPT, author = "Lindsey Ford", title = "Managing the programming tail", journal = j-SIGCSE, volume = "36", number = "3", pages = "249--249", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008080", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a way of dealing with those students in a class learning programming that are unable to keep up with the rest.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fone:2004:DMT, author = "William Fone", title = "Design of {MCQ} test", journal = j-SIGCSE, volume = "36", number = "3", pages = "250--250", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008081", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper is concerned with the use of semiotics to improve the design of multiple choice question (MCQ) tests. Improving the feedback to candidates of MCQ tests by using a speech circuit that introduces autopoietic redundant information to filter noise is discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2004:STT, author = "Mordechai Ben-Ari", title = "A suite of tools for teaching concurrency", journal = j-SIGCSE, volume = "36", number = "3", pages = "251--251", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008083", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a suite of new or improved tools for teaching concurrent and distributed computation. The tools are written in Java for portability and are freely available at the address http://stwww.weizmann.ac.il/g-cs/~benari/software.htm, under the GNU General Public License. (Some tools invoke other programs which have different licensing arrangements.)", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Borge:2004:TOE, author = "Richard Borge", title = "Teaching {OOP}: experimental studies", journal = j-SIGCSE, volume = "36", number = "3", pages = "252--252", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008084", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Last year, an experiment was conducted on six novice students, attempting to teach them OOP (Object Oriented Programming) in 2.5 days using Karel J. The students learnt making their own subclasses with methods after 8 hours. A follow-up experiment will be attempted, spanning over more days using children in elementary school.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boisvert:2004:CCI, author = "Charles Boisvert", title = "{eL-CID}: communicating iterative program design", journal = j-SIGCSE, volume = "36", number = "3", pages = "253--253", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008085", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Conrad:2004:USB, author = "Marc Conrad and Tim French", title = "Using the synergies between the object-oriented paradigm and mathematics in joint mathematics\slash computer science programs", journal = j-SIGCSE, volume = "36", number = "3", pages = "254--254", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008086", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Whilst the object oriented paradigm and its instantiation within programming languages such as Java has become a ubiquitous part of both the commercial and educational landscapes, its usage as a visualisation technique within Mathematics undergraduate programmes of study has not been widely recognised. By regarding the object oriented paradigm as a medium for conceptual exploration (rather than merely as a tool) the aim is to show how the close conceptual links between object orientation and certain mathematical structures such as rings and groups can be more fully realised, using the ready-made Java package com.perisic.ring [2]. The package provides classes for abstract rings and can in addition be used as a reference model for other mathematical objects such as groups or vector spaces [3].The intention behind the approach offered here is to build upon these enabling foundations so as to reveal the fundamental synergies that exist between the various entities that are central to the OO paradigm (such as Abstract Data Types) and abstract mathematical structures (such as Rings and Groups). By inviting students to revisit certain fundamental OO constructs and techniques (such as classes, polymorphism, encapsulation and inheritance) within the context of pure mathematics, students may perhaps gain a deeper insight into mathematical abstractions and related algebraic structures. The idea is to generally reinforce students' learning and to generally enhance their mathematical maturity through a process of ``live engagement'' with a familiar and indeed ubiquitous OO paradigm. It is clear that for some authors at least, the use of Java in Mathematics is seen to be purely pragmatic: i.e., merely as a convenient tool used to engineer a graphical user interface or to explore distributed programming [1]. However there has been a heated on-going debate that has sought to identify whether the ``correct'' use of a computer and other automated devices such as calculators, genuinely aids students' learning and analytical abilities, or whether such usage may actually be detrimental to the development of mathematical maturity [1]. We prefer to believe that Java may have a deeper role to play. However, rather than directly seeking to contribute to this pedagogic debate between ``reformers'' and ``traditionalists'' our aim here is to show how (conceptually) the two discipline areas are mutually synergistic. In particular we show how gaining a deeper insight into, and understanding of, object oriented techniques can in fact provide an ideal pedagogic opportunity for our undergraduate target audience to better visualise, hence understand, certain abstract mathematical concepts and entities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nodelman:2004:OCC, author = "Vladimir Nodelman", title = "{OOP} via {C++}, {C\#}, \ldots{}?", journal = j-SIGCSE, volume = "36", number = "3", pages = "255--255", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008087", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation describes our experience in transition from C++ to C\# while teaching object-oriented programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2004:AOP, author = "James H. Paterson and John Haddow", title = "Approaches to Object Persistence in {Java} Projects", journal = j-SIGCSE, volume = "36", number = "3", pages = "256--256", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008088", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", abstract = "This presentation discusses and demonstrates the advantages and limitations of a range of object persistence strategies for use in student projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2004:API, author = "Donald Joyce and Alison Young", title = "Addressing professional issues at postgraduate level", journal = j-SIGCSE, volume = "36", number = "3", pages = "257--257", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008089", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reviews the authors' experiences of addressing professional issues with postgraduate computing students (at both masterate and doctorate levels).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2004:UNS, author = "Steve Cunningham and Ernest McDuffie and Harriet Taylor", title = "The {US} national science foundation and the {ITiCSE} effort", journal = j-SIGCSE, volume = "36", number = "3", pages = "258--258", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008091", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe several National Science Foundation programs that support educational efforts in computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kosa:2004:TVC, author = "Martha J. Kosa and Mark A. Boshart", title = "Treemap visualizations for {CS2}", journal = j-SIGCSE, volume = "36", number = "3", pages = "259--259", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008092", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science instructors periodically need to update their classroom examples and programming assignments in order to reflect changes in current practice in the field and to discourage copying by students. As experienced CS2 instructors, we regularly face this challenge. The topics in our CS2 course are standard and include recursion, lists, stacks, queues, and trees (including B-trees as well as standard binary search trees and AVL trees). Our students use Java (including GUIs). We have experimented with having students use and write programs to visualize various data structures. The students have written programs to visualize search trees using the traditional approach in which ovals represent nodes and lines represent links. They have also written programs to visualize search trees via a Web browser [2]. We propose an alternate visualization technique based on treemaps. We believe that treemaps are a rich source for classroom examples and assignments for CS2 instructors. Trees are useful for storing hierarchical data, and they are naturally recursive. A tree is either empty, or it has a root node with subtrees. A root is connected to its subtrees by links or branches. We had an idea to draw a tree in a square, which would be split into multiple rectangles, one for each node in the tree. As we moved down a level in the tree, we toggled the direction of the split in the rectangles from vertical to horizontal or vice versa. The root node's size in the current rectangle corresponded to its relative weight in the current subtree. The structure of the tree could be inferred by the relationships among the rectangles and their relative widths and heights. We drew several of these embeddings by hand and noted that the patterns resembled art by the Dutch abstract artist Piet Mondrian [6]. We then implemented this visualization using the Java Power Tools [4] library and noted that this visualization can be enriched with colors and graphical patterns, as in the Kaleidoscope example [3]. Our idea is an active research area in computer graphics [7]. However, it still appears to be a novel teaching idea for CS2. Ben Shneiderman [5] was the first to study two-dimensional space-filling representations of trees; he called them ``treemaps''. His motivating problem was to visualize directories in order to determine disk utilization. His algorithm was similar to our algorithm. XML documents can also be visualized using his algorithm and others [1]. Our goal is to synthesize this treemap visualization literature [1, 5] into classroom materials for CS2 instructors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ramakrishnan:2004:SBF, author = "S. Ramakrishnan and A. Cambrell", title = "Service based framework for knowledge portals", journal = j-SIGCSE, volume = "36", number = "3", pages = "260--260", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008093", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our work on establishing an on-line learning community to facilitate the interactions of the student (teams) in their group projects. It is illustrated with a Portal in the capstone project of our Bachelor of Software Engineering (BSE) course. [2] reported on our Monash University Software Engineering (MUSE) Studio Lab and the innovative software engineering capstone project experience. Our student teams used to store the various artefacts, which were produced as part of the SE Studio (capstone) projects on the servers in the studio lab. However, these SE product and process artefacts were not accessible uniformly through a web browser in a MUSE Portal. The Portal environment is aimed at providing a virtual learning space, knowledge aggregation and user management. In this paper, we provide details of our pedagogical service based framework, which has been designed and built to provide features to Portal users. The framework supports services such as group/team collaboration, task tracking, and project planning. The collaboration and learning services available from our Knowledge Portal is based on the learning activities as defined by [1] Nonaka1994. Nonaka defines: socializing to exchange views and develop trust between team members, dialoguing to share mental models and develop common vocabulary, systemising to combine knowledge by visualising interactions and constructing artifacts and exercising to communicate and reflect on outcomes. We follow a similar approach to enable team members to discuss and reflect on group findings with respect to SE processes \& products during the year long SE Studio project, and reflect over individual thesis components. A pedagogical service based framework can service the current pedagogical needs of the SE group projects, other related subjects, and SE Honours research projects and is also extendible with more services on a demand basis. The focus has been on allowing custom subject specific services to be created without having the inherent overheads. A pedagogical framework with service based architecture has been built to provide services to the Portal users. The Portal Environment is the front-end through which services are exposed. Examples of services are: task tracking and project planning in group projects; collaboration between team members in a group project in a subject unit; knowledge repository of product/project assets; calendar facility etc. Support infrastructure services of user authentication, role and service allocation etc. are also managed via the portal environment. We show how on-line learning communities can be supported using the MUSE knowledge portal. The framework supports services such as team collaboration, task tracking, and project planning. The url for MUSE Portal is http://museportal.csse.monash.edu.au:8080/MUSEPortalWeb/.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamada:2004:CET, author = "Mohamed Hamada and Kazuhiko Shiina", title = "A classroom experiment for teaching automata", journal = j-SIGCSE, volume = "36", number = "3", pages = "261--261", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008094", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this work we focus on an experiment held at an automata class room to test the effectiveness of using simulators. We developed our own simulator. We also tested two other existing simulators to find whether simulators are useful as a teaching tool in automata classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Argollo:2004:GSL, author = "Eduardo Argollo and Mauricio Hanzich and Diego Mostaccio and Germ{\'a}n Bianchini and Paula Fritzsche and Ferran Bon{\`a}s and Emilio Luque and Juan Carlos Moure and Dolores Rexachs", title = "Graduate students learning strategies through research collaboration", journal = j-SIGCSE, volume = "36", number = "3", pages = "262--262", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008095", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is already known that the learning process can be accelerated with the mixture of theoretical classes and experimental work. This paper describes an interesting experiment with that combination in the teaching of computer architecture for Ph.D. students in collaboration with a researcher in a real design investigation. As the work progressed, a simple cyclical methodology arose as reference for future works.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leska:2004:IUP, author = "Chuck Leska", title = "Introducing undergraduates to programming using robots in the general education curriculum", journal = j-SIGCSE, volume = "36", number = "3", pages = "263--263", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008096", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper outlines some of the relevant components of our first offering of the Programming with Robots course and ideas we have for enhancing the ``GenEdness'' of the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tusch:2004:TIS, author = "Guenter Tusch and Paul Leidig and Greg Wolffe and David Elrod and Carl Strebel", title = "Technology infrastructure supporting a medical \& bioinformatics {Masters} degree", journal = j-SIGCSE, volume = "36", number = "3", pages = "264--264", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008097", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Grand Valley State University has recently created a new Masters program in Medical \& Bioinformatics. The M.S. degree, along with related degrees in Biostatistics and Biotechnology, are components of the ``Professional Science Masters'' development and implementation initiative supported by the Sloan Foundation. Key features of the new curriculum include an interdisciplinary framework with common core courses, the promotion and development of ``soft skills'' through teamwork and project management experiences, and an applied research focus highlighted by a mandatory business/industry internship. Instrumental to achieving these goals is a strong lab component to the curriculum that incorporates familiarity with industry-standard software packages. The laboratory infrastructure will be utilized by multiple courses, thus interconnecting different foci of the program and providing a complete experience for students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moreno:2004:PAJ, author = "Andr{\'e}s Moreno and Niko Myller and Mordechai Ben-Ari and Erkki Sutinen", title = "Program animation in {Jeliot 3}", journal = j-SIGCSE, volume = "36", number = "3", pages = "265--265", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008099", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Jeliot is a family of program animation systems [1]. It has been successfully used to improve the teaching of introductory programming by supplying a concrete language in which to explain programming structures and concepts [2]. Jeliot 3 [4] retains the novice-oriented GUI and animation display of the previous version, Jeliot 2000. Both versions automatically visualize the execution of user-written Java programs. Jeliot 3 introduces a new kind of design in order to make the system extendable and to add new features [5]. The front-end of system has been replaced by the DynamicJava interpreter, which was instrumented to produce an intermediate code, MCode, describing the program's runtime trace. The MCode trace is then rendered by the graphics back-end. The previous version of Jeliot animated variables, expressions, I/O and static method calls. Jeliot 3 is also capable of animating concepts for object-oriented programming: objects, class inheritance, constructors, method calls, instance fields, and reference semantics of arrays and objects. Jeliot 3 is intended to be a simple tool to be used in different kinds of learning scenarios [3]. It can be used to show and teach the basics of programming during a lecture. The lecturer can explain different concepts and show their corresponding animations with Jeliot. Students may use Jeliot 3 by themselves after the lectures to complete and understand the follow-up assignments related to the concepts learned at the lectures. Jeliot 3 can be used as a tool in interactive laboratory sessions. The visual display of the program can be used to facilitate communications about the errors. It can also support virtual courses, as where Jeliot 3 provides a tool that can assist students when external help is not available. Jeliot 3 is available under the GPL for downloading at http://www.cs.joensuu.fi/jeliot/. We intend to form a community around Jeliot 3, where teachers, students and developers could propose ideas and solutions in order to im- prove Jeliot 3 and the teaching of programming. The forum is available on the website and open for anyone interested. There are also plans for further development, for example, a new tool called JeCo (Jeliot Collaborative) [3] aims to integrate Jeliot 3 into a co-authoring environment where students can develop and visualize their programs together.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2004:WBT, author = "Amruth Kumar", title = "{Web}-Based Tutors for Learning Programming in {C++\slash Java}", journal = j-SIGCSE, volume = "36", number = "3", pages = "266--266", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008100", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pacini:2004:LPS, author = "Giuliano Pacini and Giuseppe Fiorentino and Annalina Fabrizio", title = "Learning problem solving with spreadsheet and database tools", journal = j-SIGCSE, volume = "36", number = "3", pages = "267--267", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008102", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching skills for problem solving is usually accomplished on the basis of good examples of problems and corresponding sound solutions. By studying well-constructed examples the student learns how to analyze and decompose non-elementary problems and learns how to provide well-organized solutions. The tools we demonstrate support the teacher in presenting problems in an effective way and help the student in solving them. The teacher chooses a problem and provides a solution within Access or Excel, usually reducing the original problem to a collection of simpler, logically related sub-problems. The system thoroughly analyzes the teacher's solution and provides feedback about its structure as well as many automatically generated solution hints for the student. The teacher may add his own suggestions and establishes the form and content of the problem's presentation. Essentially, the teacher can specify which aspects of his own solution should be visible to the student. In this way, the difficulties for the student to solve the task can be largely controlled. The problem is proposed as a (possibly incomplete) set of sub-problems whose mutual relations may be left partially unspecified. In the same vein, some of the suggestions may be hidden in the initial problem presentation. The student can ask for hints during his solution attempts, and receives them at the price of penalties in the final evaluation. The results that the teacher's solution produces for the different sub-problems are supplied to the student (just the results, not the solutions). This provides three main benefits. The first one is motivational: the teacher's result is a clearly visible goal to reproduce and, by simple comparison, provides immediate feedback about the correctness of the student's solution attempts. The second benefit stems from the fact that the student is allowed to face the collection of sub-problems in a more flexible way. In fact, he can exploit the teacher's results to solve a particular sub-problem, independently from the sub-problems that he has (or has not) already solved. Finally, since the teacher's hidden solutions provide results that are assumed to be reliable, if the student uses them instead of his own results, error propagation is totally prevented. The system uses the teacher's results to automatically check the correctness of the student's results by comparison, and by considering different data samples the system infers the correctness of the student's solution. Moreover, since correctness is established by comparing results, the system will accept any solution that produces the same results as those arising from the teacher's solution, regardless of how the former are obtained. Experimentation with the system at the Italian Naval Academy has given good evidence that non-elementary problems can be proposed in a working context where students are stimulated to elaborate personal comprehension and to develop original solution techniques. The engineering of the system has been funded by the AICA-CRUI project ``IT4PS --- Information Technology for Problem Solving''.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ford:2004:LOG, author = "Lindsey Ford", title = "A learning object generator for programming", journal = j-SIGCSE, volume = "36", number = "3", pages = "268--268", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008103", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We introduce a general tool for creating small learning scenarios (Learning Objects) that can be used by teachers and students for teaching/learning Java.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Abunawass:2004:CCPb, author = "Adel Abunawass", title = "{COMPASS}: a {CS} program assessment project", journal = j-SIGCSE, volume = "36", number = "3", pages = "269--269", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008105", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2004:UCD, author = "Lillian N. Cassel and Edward A. Fox and JAN Lee and Manuel A. P{\'e}rez-Qui{\~n}ones and Deborah Knox and John Impagliazzo and Lee Giles", title = "Using {CITIDEL} to develop and share class plans", journal = j-SIGCSE, volume = "36", number = "3", pages = "270--270", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008106", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This demonstration will illustrate the use of existing and proposed tools in CITIDEL for finding existing resources to integrate into a course and for developing well structured descriptions of class and laboratory activities for sharing with the computing community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dixon:2004:SCE, author = "Mark Dixon", title = "A single {CASE} environment for teaching and learning", journal = j-SIGCSE, volume = "36", number = "3", pages = "271--271", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008108", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This synopsis provides a description of a CASE Environment used within the education of software engineers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ratcliffe:2004:ESL, author = "Mark Ratcliffe and Jonathan Holloway and Wayne Ellis", title = "Enhancing student learning through collaboration", journal = j-SIGCSE, volume = "36", number = "3", pages = "272--272", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008109", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is plenty of evidence to suggest that collaborative working has much to offer the learning process. Though it is used in many different disciplines, its use is curtailed largely due to the fact that many feel that the assessment is rather subjective and often unfair. It is difficult to identify individual contributions within a team. Some students can avoid making any real contributions whilst being carried, or hiding behind, stronger group members. Stronger group members can become disillusioned without the benefit of appropriate recognition. It is important to overcome the problem of assessing group work. One of the most powerful is the use of VorteX, a recent development undertaken in Aberystwyth that provides real time collaboration aimed specifically at novice programmers offering: remote collaborative working, individual contribution metrics, animated replays of the entire group work, and scope for potentially any group working exercise. VorteX has been used with great success on a number of first year projects as demonstrated by the following quote:``I found the experience both enjoyable and insightful. Initially I was a little apprehensive at not knowing who I was working with. What I really found interesting about the experience was that it was almost like plugging straight into my colleague's heads, in effect bypassing or filtering out all the visual ''noise`` associated with day-to-day communication. This permitted us to operate mainly on an intellectual level. Working in this way allowed Student-X [a profoundly deaf student] to interact with us on an equal footing without the usual communication problems and physical barriers enabling him to work freely and express his ideas effortlessly. Significance and Relevance of the Topic: Many academics share the opinion that collaborative work is of significant value. Unfortunately the available methods of assessment make it hard to use to its full potential. This demonstration will introduce new ideas that will make assessment much fairer and less subjective.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liffick:2004:ATP, author = "Blaise W. Liffick", title = "An assistive technology project for an {HCI} course", journal = j-SIGCSE, volume = "36", number = "3", pages = "273--273", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008111", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation describes a project for a standard undergraduate human-computer interaction (HCI) course that incorporates issues related to users who are disabled. It is part of the 2-year project ``Integrating Assistive Technology into an Undergraduate Computer Science Curriculum from an HCI Approach,'' funded by the National Science Foundation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sher:2004:SIQ, author = "David B. Sher", title = "A simple implementation of a queue with a circularly linked list", journal = j-SIGCSE, volume = "36", number = "3", pages = "274--274", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008112", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This Tips and Techniques sections will demonstrate that teaching about queues implemented as circularly linked lists becomes easy when an extra link is used.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2004:IBP, author = "Judith Gal-Ezer and Dvir Lanzberg and Daphna Shahak", title = "Interesting basic problems for {CS1}", journal = j-SIGCSE, volume = "36", number = "3", pages = "275--275", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008113", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we recommend using ``real world'' problems, instead of ``toy problems'', in CS1 to enhance the students' motivation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2004:IU, author = "Judith Gal-Ezer and Dvir Lanzberg and Daphna Shahak", title = "Introducing undecidability", journal = j-SIGCSE, volume = "36", number = "3", pages = "276--276", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008114", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we suggest introducing undecidability to students in relatively early stages of their studies, in a way we used successfully in recent semesters.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garner:2004:UCR, author = "Stuart Garner", title = "The use of a code restructuring tool in the learning of programming", journal = j-SIGCSE, volume = "36", number = "3", pages = "277--277", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008115", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tanaka-Ishii:2004:EWB, author = "Kumiko Tanaka-Ishii and Kazuhiko Kakehi and Masato Takeichi", title = "{EMMA}: a {Web}-based report system for programming course-automated verification and enhanced feedback", journal = j-SIGCSE, volume = "36", number = "3", pages = "278--278", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008116", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2004:PDP, author = "James H. Paterson and John Haddow", title = "A proposed design patterns extension for the {blueJ IDE}", journal = j-SIGCSE, volume = "36", number = "3", pages = "279--279", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008117", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this tip we describe a proposed extension to the BlueJ IDE to encapsulate knowledge of patterns in the IDE and to help students explore them and learn how to make use of them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2004:RTH, author = "Michal Armoni", title = "Reductive thinking: how to teach it?", journal = j-SIGCSE, volume = "36", number = "3", pages = "280--280", month = sep, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1026487.1008118", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:09 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Medina:2004:BBB, author = "Eden Miller Medina", title = "Beyond the ballot box: computer science education and social responsibility", journal = j-SIGCSE, volume = "36", number = "4", pages = "7--10", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041626", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Medina04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "On 2 November 2004, millions of Americans went to the polls and cast their vote for the person they felt would best determine the future of America. Young people constituted a crucial part of the deciding vote and many organizations from MTV to the presidential campaigns made considerable efforts to increase the political awareness and involvement of this demographic category, typically characterized as the 18--24 year-old voter. This attentiveness to youth participation in national politics, albeit commendable, should not begin and end on Election Day. All citizens have a responsibility to remain informed of government actions and to express their approval or disapproval though public elections, communication with their elected representatives, or participation in any number of public forums or community organizations. However, readers of this magazine have a particular responsibility as educators of the future generation of computer and technologically literate citizens.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2004:DCS, author = "C. Dianne Martin", title = "Draw a computer scientist", journal = j-SIGCSE, volume = "36", number = "4", pages = "11--12", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041628", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Martin04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Each fall in the first class of the introductory computer science course I do an opening exercise with the incoming freshmen students. I give out a short survey asking for some general demographic information about them --- gender, age, nationality, and prior computer experience. Then I ask them to do two things that have produced some interesting results. First, they are asked to answer the question, ``what is computer science?'' The majority of the students answer the question with a reference to programming. Many say they really don't know and hope they will find out in the class. Others mention the study of hardware and software. A few even use the word algorithm. These results clearly indicate that our profession is not doing a good job communicating the diversity and complexity of our field to the general public and to high school students in particular.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2004:SC, author = "Michael R. Williams", title = "Survey calculations", journal = j-SIGCSE, volume = "36", number = "4", pages = "12--13", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041630", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Williams04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "One of my passions in life is to try and understand how we have developed the wonderful calculating ability we currently possess. Anyone with this hobby will undoubtedly start by looking back to see how the first PCs were developed, then progress back to older ``mainframe'' computers, and perhaps even to pre-computer mechanical devices. If, like me, you are really bitten with the bug, you will also try and investigate the much earlier forms of calculation, perhaps even going back to study Babylonian and Egyptian methods of arithmetic. I even sat through a full graduate course in reading Egyptian hieroglyphics just so I could better appreciate some of the ancient texts---which says something about how badly I have been bitten.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2004:SBP, author = "Tony Clear", title = "Students becoming political and ``incorrect'' through agile methods", journal = j-SIGCSE, volume = "36", number = "4", pages = "13--15", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041632", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Clear04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "At the risk of being condemned as a software engineering heretic, it seems to me that notions of accuracy and correctness of software have intuitive appeal, but are difficult if not impossible to achieve in practice. The search for this chimera of ``correctness'' has misled many highly intelligent and technically capable developers into the quest for rigour in design, rather than rigour in requirements. But what does rigour in requirements mean? If we believe, with Boehm and colleagues [1] that ``There is no complete and well defined set of requirements ready to be discovered in system development'', what then is the requirements correctness criterion? And furthermore what is the correctness criterion for an implemented software system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2004:ISO, author = "John T. Gorgone", title = "Information systems and the overview report for computing curricula 2004", journal = j-SIGCSE, volume = "36", number = "4", pages = "15--16", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041634", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Gorgone04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "My purpose is to inform you of the draft ``Overview Report'' for Computing Curricula 2004 and Information Systems (IS) role in it. This draft report is available for comment. It is the first volume in a computing compendium, referred to as Computing Curricula. This is a cooperative project of ACM, AIS, and IEEE-CS. The ``Overview Report'' includes a guide to undergraduate degrees in computing, including Computer Engineering, Computer Science (CS2001), Information Systems (IS2002), Information Technology, and Software Engineering. The completed or draft report for the curricula is located at the ACM web site, acm.org.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2004:CRM, author = "Raymond Lister", title = "A clandestine religious meeting", journal = j-SIGCSE, volume = "36", number = "4", pages = "16--17", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041636", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Lister04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "A few years ago, I attended a conference in Madison, Wisconsin. Getting there was a thirteen-hour flight from Sydney to Los Angeles, a connecting flight to Chicago, and then a third flight to Madison. At the conference, I met three fellow Australians who work at a university about one hour's drive away from mine. I had not met those Australians before. It seemed silly to have traveled half-way round the world to meet people with a common interest, when they live a short drive away.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2004:OL, author = "Ren{\'e}e McCauley", title = "Outgoing links", journal = j-SIGCSE, volume = "36", number = "4", pages = "17--18", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041638", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#McCauley04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "As all good things come to an end, we have reached the final Links column. About ten years ago (circa early 1994), we as educators were scrambling to install and learn to use the tools available for accessing the vast new information resource --- the internet. There was already a lot of information out there accessible via rather esoteric tools like ``archie'' and ``gopher.'' Those early Internet ``scouts'' (``Internet surfing'' was not yet accepted, as the Internet ``wave'' had not emerged yet) had to work hard to find useful resources Then, suddenly, there came HTML and Mosaic, which provided access to all types of hypermedia information, and made things so much more exciting. [1] Being able to see graphics juxtaposed with text coming from computers far, far away was revolutionary. It revolutionized the way we shared information with others. (Granted, the ease through which information was shared, lowered the average quality of the material available. But still, more and more useful material became easier and easier to access.)", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2004:AHC, author = "Henry MacKay Walker", title = "Academic honesty in the classroom", journal = j-SIGCSE, volume = "36", number = "4", pages = "18--19", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041640", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Walker04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Discussions of academic honesty typically focus on student responsibilities:o What are effective approaches to teach students to follow basic rules of citation, quotation, and paraphrasing?o What mechanisms should teachers employ to identify potential cases of plagiarism?o What procedures should classroom or college establish to investigate suspected cases of academic dishonesty, maintaining the integrity of academic work while protecting students' rights for due process?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2004:ISD, author = "Robert D. Campbell", title = "{IT} security and data assurance: a new resource for two-year colleges", journal = j-SIGCSE, volume = "36", number = "4", pages = "20--20", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041642", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Campbell04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "In my last column, I identified several regional and national ATE Centers that have been established to support IT-related curricula. I'd like to continue exploring these resources, by focusing on one of the newest ATE Centers, targeting one of the most significant curriculum areas now confronting IT faculty in two-year colleges. The ACM Two-Year College Education Committee has been pleased to work in conjunction with this Center to expand awareness and identify resources related to this critical area.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2004:BYU, author = "Jeffrey L. Popyack", title = "Banner year for {UPE}", journal = j-SIGCSE, volume = "36", number = "4", pages = "21--22", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041644", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Popyack04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Greetings! This has been a fabulous year for Upsilon Pi Epsilon. This year saw an unprecedented number of new chapters, including our first ever chapter in Mexico. In addition, UPE reached an all-time high for student awards distributed in 2003-04, crossing the \$30,000 mark for the first time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2004:PP, author = "Peter B. Henderson", title = "Penny piles", journal = j-SIGCSE, volume = "36", number = "4", pages = "22--24", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041646", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Henderson04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Given ten pennies, how many different ways can you create piles on a table, or stacks, with them? Two obvious answers at each end of the spectrum are one pile of ten pennies and ten piles of one penny. When given a problem, students should learn to look for the obvious and simple first, even if this entails simplifying the problem to get started or better understand it. Indeed, getting started is frequently an impediment for many students. Engage yourself, do something, anything!", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2004:H, author = "David Ginat", title = "Helipad", journal = j-SIGCSE, volume = "36", number = "4", pages = "25--26", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041648", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Ginat04b; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The new challenge in this issue involves processing of a two-dimensional array. The processing of such a structure is relevant in various computer science application, such as geographical applications, image processing, graphics, and more. The new challenge may be easily solved inefficiently. The challenge is to solve it elegantly and efficiently.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2004:N, author = "Nick Parlante", title = "Niftiness", journal = j-SIGCSE, volume = "36", number = "4", pages = "26--27", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041650", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Parlante04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Back around March 21 2004, there was a long and interesting discussion on the SIGCSE list, reflecting the powerful promise and frustrations of using Java and OOP in CSI (see http://listserv.acm.org/archives/sigcse-members.html and also Bruce Kim's article this issue). For this column, I would like to use the history of the Nifty Assignments as a way to look at this complex situation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce:2004:CHT, author = "Kim B. Bruce", title = "Controversy on how to teach {CS} 1: a discussion on the {SIGCSE}-members mailing list", journal = j-SIGCSE, volume = "36", number = "4", pages = "29--34", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041652", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Bruce04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "A discussion took place on the SIGCSE mailing list in late March of 2004 that raised important issues on how to teach introductory courses using Java. This article attempts to summarize several of the important points raised during this discussion, among them whether or how objects should be taught early or late in a CS 1 course, or indeed, whether object-oriented languages should be postponed until a second course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bogoyavlenskaya:2004:TNC, author = "O. Yu. Bogoyavlenskaya", title = "Teaching networking congestion control", journal = j-SIGCSE, volume = "36", number = "4", pages = "35--41", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041653", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Bogoyavlenskaya04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper presents main stages of networking congestion control development including initial early motivations, modern state-of-the-art, and open problems. These stages form basis for teaching strategies. The paper provides several illustrative examples, which help to understand present state of congestion control using common experience of a person. The nature of the network congestion and the role of the network protocols in its control are discussed. Special attention is point at feedback between congestion control and performance. Performance issues are also carefully examined. Performance of the networking congestion control is studied by two modern alternative approaches. One of them belongs to author.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Merritt:2004:DPD, author = "Susan M. Merritt and Allen Stix and Judith E. Sullivan and Fred Grossman and Charles C. Tappert and David A. Sachs", title = "Developing a professional doctorate in computing: a fifth-year assessment", journal = j-SIGCSE, volume = "36", number = "4", pages = "42--46", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041654", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#MerrittSSGTS04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Pace University's Doctor of Professional Studies in Computing program, a fusion of academic and professional cultures, started as a venture into largely uncharted educational territory. One part of the mission was, and remains, a one hundred percent student retention rate, with each student successfully defending a dissertation with original research in three years. Yet, throughout, the students retain full-time employment as high-level computing and IT professionals. Another part of the mission is to provide breadth and currency across the computing disciplines (specifically, computer science, information systems, and telecommunications) as well as depth in annually selected areas of emerging technology. This is in a context in which entering students have master's degrees and generally at least five years of professional experience in diverse computing-related areas and therefore lack a common foundational background. As a new program at the University and in the country, penetrating assessments have been conducted each semester. This report describes the assessments, the anticipated and unanticipated challenges, and the steps that have made the evolutionary development of this program successful.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2004:PCS, author = "Orit Hazzan and Tami Lapidot", title = "The practicum in computer science education: bridging gaps between theoretical knowledge and actual performance", journal = j-SIGCSE, volume = "36", number = "4", pages = "47--51", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041655", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#HazzanL04a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This article focuses on the practicum, one of the more important parts of computer science teacher preparation. During this stage, the prospective teachers practice the teaching of computer science in a high school setting before becoming actual computer science teachers. The practicum is highlighted in this article from three angles: the prospective teacher's perspective, the MTCS course perspective and the university mentor's perspective. For each perspective we illustrate the importance of the practicum by explaining how it bridges a specific gap. These gaps are illustrated by two examples that focus on content and pedagogical aspects of computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Canning:2004:RTC, author = "James Canning and William Moloney and Ali Rafieymehr and Demetrio Rey", title = "Reading types in {C} using the right left walk method", journal = j-SIGCSE, volume = "36", number = "4", pages = "52--54", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041656", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#CanningMRR04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "We describe a technique for beginning students to read and verbalize a declarator in the C programming language. Once learned, students will be able to easily state the type of an object without hesitation. It is suggested that this technique be taught to students during the first week of an introductory C programming course. Getting students to correctly read and verbalize types hastens their learning of the language and supports necessary discussion of a program's translation and execution environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyer:2004:IIT, author = "Truman Parks Boyer and Mohsen Chitsaz", title = "{ICETM} and {ICE\slash TTM}: tools to assist in compiler design and implementation", journal = j-SIGCSE, volume = "36", number = "4", pages = "55--57", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041657", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#BoyerC04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "ICE (Intermediate Code Engine) and ICE/T (ICE/Translator) are compiler back ends that execute on a Java Virtual Machine (JVM). They allow the student to complete a working compiler quickly and can execute on any platform that supplies a JVM. ICE is a quadruple interpreter that executes ICE code directly, and includes an assembler, which a builder can use to side-step most symbol management issues. ICE/T is a translator that accepts ICE assembly code as input, and generates an equivalent Java class file as output. This paper advocates the use of these tools in compiler implementation courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Matos:2004:SBD, author = "Victor Matos and Becky Grasser", title = "{SQL}-based discovery of exact and approximate functional dependencies", journal = j-SIGCSE, volume = "36", number = "4", pages = "58--63", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041658", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#MatosG04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Students in a typical database course are introduced to theoretical design from a functional dependency standpoint. Functional dependencies are rules of the form X-{$>$Y}, where X and Y are attributes of a relation r(R). Those rules express the potential one-to-one, and many-to-one relationships among the attributes of R. Unfortunately finding the non-trivial rules X-{$>$Y} from an existing arbitrary relation is a hard problem. We present an extension of the SQL-based algorithm of Bell and Brockhausen [1] to explore a relation and find its exact and approximate functional dependencies. We use the g3 measure of Kivinen and Mannila to express the degree of approximation of a dependency. This application could be used either as an example or a project in an advanced database course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{LeBlanc:2004:BCC, author = "Mark D. LeBlanc and Betsey D. Dyer", title = "Bioinformatics and computing curricula 2001: why computer science is well positioned in a post-genomic world", journal = j-SIGCSE, volume = "36", number = "4", pages = "64--68", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041659", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#LeBlancD04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "In this paper, we argue that computer science as a discipline is well-positioned to produce significant players in the growing interdisciplinary field of bioinformatics. We estimate that our own recent research in genomics with undergraduates intersected with 10 of the 14 Knowledge Focus Groups (KFG) and used content from 45\% of the core topics found in the new computing curriculum standards (CC2001). The strong mapping between the needs of the bioinformatics community and the core topics in computer science serves as an open invitation for faculty to develop bioinformatics-related course materials for their own courses and areas of expertise.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2004:ECP, author = "Gary N. Walker", title = "Experimentation in the computer programming lab", journal = j-SIGCSE, volume = "36", number = "4", pages = "69--72", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041660", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Walker04b; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Applying active learning exercises to supplement passive learning activities such as lecture achieves positive educational results. The use of laboratory experiments as employed in the natural sciences transfers well to the computer science laboratory. Application of laboratory experiments that promote experimentation, provide for drill and practice, and reinforce inter- and extra-classroom efforts results in positive educational outcomes, student attitudes, and teacher attitudes. Exercises targeted to all six levels of learning abstraction in Bloom's taxonomy can be incorporated into the laboratory experiment model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wenderholm:2004:CES, author = "Elaine Wenderholm", title = "Challenges and the elements of success in undergraduate research", journal = j-SIGCSE, volume = "36", number = "4", pages = "73--75", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041661", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Wenderholm04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Faculty are often hesitant to undertake undergraduate research projects since they often ask themselves whether undergraduates have sufficient training and knowledge to conduct research. Additionally faculty researchers may not have experience in project planning and management. This paper suggests effective strategies for success, based upon my experience directing a four-year research project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamelin:2004:SWD, author = "Denis Hamelin", title = "Searching the {Web} to develop inquiry and collaborative skills", journal = j-SIGCSE, volume = "36", number = "4", pages = "76--79", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041662", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Hamelin04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Learning how to search for information on the Web is a process both of technique and intuition. Although the former can be taught, the latter must be experienced. The exercise called the treasure hunt consisted of questions that were to be answered using the Web search engines. Questions were on geography, popular culture, art, history, science, technology and current events. This exercise aimed to help students to develop their own investigating senses while assimilating computer techniques and acquiring general knowledge. This paper presents the results of an experiment that used an assignment involving collaborative and inquiry processes to acquire efficient heuristics to search the Web.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{OCinneide:2004:PBA, author = "Mel {{\'O} Cinn{\'e}ide} and Richard Tynan", title = "A problem-based approach to teaching design patterns", journal = j-SIGCSE, volume = "36", number = "4", pages = "80--82", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041663", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#CinneideT04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The traditional lecture-based approach to course delivery is particularly inappropriate in teaching design patterns effectively. In this paper, we describe our efforts to develop a problem-based approach to the introduction of design patterns in the undergraduate curriculum. Our principal contribution is the development of a set of pattern exercises that enables students to experiment with patterns and to see clearly the advantages accrued by using patterns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2004:APB, author = "Timothy J. Rolfe and Paul W. Purdom", title = "An alternative problem for backtracking and bounding", journal = j-SIGCSE, volume = "36", number = "4", pages = "83--84", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041664", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#RolfeP04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "One of the programming problems in the 2002 Pacific Northwest regional ACM ICPC contest provides a new way to teach backtracking and also provides a very powerful example of a forward-looking bounding function. This article presents the problem, the bounding function, and timing information of implementations with and without the bounding function. It also provides the URL for access to the programs themselves.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hayat:2004:CSE, author = "Khawaja Amer Hayat and Umar Waqar Anis and S. Tauseef-ur-Rehman", title = "Cryptanalysis of some encryption\slash cipher schemes using related key attack", journal = j-SIGCSE, volume = "36", number = "4", pages = "85--87", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041665", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "{NOTE FROM ACM}: It has been determined that the authors of this article plagiarized the contents from a previously published paper. Therefore {ACM} has shut off access to this paper.", abstract = "NOTE FROM ACM: It has been determined that the authors of this article plagiarized the contents from a previously published paper. Therefore ACM has shut off access to this paper. To see the paper that was plagiarized, click here Additional Links The citation in ACM's Guide to Computing Literature, click here The available link from Springer, click here For further information, contact the ACM Director of Publications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jacobson:2004:ITE, author = "Norman Jacobson and Alex Thornton", title = "It is Time to Emphasize {ArrayLists} over {Arrays} in {Java}-based First Programming Courses", journal = j-SIGCSE, volume = "36", number = "4", pages = "88--92", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041666", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#JacobsonT04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The array is typically the first aggregate collection taught in first programming courses. Arrays are commonly introduced as a way to implement variable-sized lists, despite their fixed size and, in first courses using Java, the availability of the ArrayList class, which represents variable-sized lists directly. It appears the array has been used mainly because of ArrayList's limitations. However, with the recent release of Java 5.0, the ArrayList structure now has properties that make it the better structure for representing contiguous lists, both conceptually and in terms of implementation. We argue that it is the list structure that should be introduced first, and the one emphasized, in a Java-based first course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pillay:2004:FCG, author = "Nelishia Pillay", title = "A first course in genetic programming", journal = j-SIGCSE, volume = "36", number = "4", pages = "93--96", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041667", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Pillay04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Genetic programming is a machine learning technique introduced in the early nineties. Since its inception research into the applications of genetic programming and methodologies for overcoming the limitations of the technique has grown. This paper proposes a first course in genetic programming at the postgraduate level. The paper examines the objectives and outcomes, teaching strategies and assessment methods for such a course. The results of an evaluation of the course is also presented. Future improvements that will be made to the course are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nair:2004:CDS, author = "Achuth Sankar S. Nair and T. Mahalakshmi", title = "Conceptualizing data structures: a pedagogic approach", journal = j-SIGCSE, volume = "36", number = "4", pages = "97--100", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041668", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#NairM04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "This paper discusses a pedagogical approach to conceptualizing data structures. Currently there appears to be a need for consistent, logical, and extensible visual representation for conceptualizing data structures. A very simple graphic representation of memory is shown to be highly useful in conceptualizing data structures and in introducing pointers. It is also pointed out that the model could be translated into a multimedia equivalent where additional pedagogic advantages can be derived.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rountree:2004:IFP, author = "Nathan Rountree and Janet Rountree and Anthony Robins and Robert Hannah", title = "Interacting factors that predict success and failure in a {CS1} course", journal = j-SIGCSE, volume = "36", number = "4", pages = "101--104", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041669", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#RountreeRRH04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The factors that contribute to success and failure in introductory programming courses continue to be a topic of lively debate, with recent conference panels and papers devoted to the subject (e.g., Rountree et al. 2004, Ventura et al., 2004, Gal-Ezer et al., 2003). Most work in this area has concentrated on the ability of single factors (e.g., gender, math background, etc.) to predict success, with the exception of Wilson et al. (2001), which used a general linear model to gauge the effect of combined factors. In Rountree et al. (2002) we presented the results of a survey of our introductory programming class that considered factors (such as student expectations of success, among other things) in isolation. In this paper, we reassess the data from that survey by using a decision tree classifier to identify combinations of factors that interact to predict success or failure more strongly than single, isolated factors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mason:2004:TAS, author = "John Mason", title = "Teaching by analogy: the switch statement", journal = j-SIGCSE, volume = "36", number = "4", pages = "105--107", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041670", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Mason04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "Many beginning programming students have difficulty mastering the C++/Java concept of the switch statement. This paper provides a classroom tested analogy that allows students to map a ``real world'' concept that they already understand to the switch statement, thus making comprehension much easier.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shumba:2004:TME, author = "Rose Shumba", title = "Towards a more effective way of teaching a cybersecurity basics course", journal = j-SIGCSE, volume = "36", number = "4", pages = "108--111", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041671", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#Shumba04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "The Cybersecurity Basics course is an interdisciplinary course for the Criminology, Management Information Systems and Computer Science students at IUP. The course introduces computer security by focusing on host security. This paper describes laboratory exercises developed as part of a project to augment and improve on the teaching of the Cybersecurity Basics course. Nine Linux-based laboratory exercises were developed. A poster paper, based on the developed laboratory exercises was presented at the SIGSCE Symposium [5]. The developed lab exercises are being pilot tested in the Cybersecurity Basics course at IUP.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2004:MNS, author = "Raymond Lister and Elizabeth S. Adams and Sue Fitzgerald and William Fone and John Hamer and Morten Lindholm and Robert McCartney and Jan Erik Mostr{\"o}m and Kate Sanders and Otto Sepp{\"a}l{\"a} and Beth Simon and Lynda Thomas", title = "A multi-national study of reading and tracing skills in novice programmers", journal = j-SIGCSE, volume = "36", number = "4", pages = "119--150", month = dec, year = "2004", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1041624.1041673", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:12 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse36.html#ListerAFFHLMMSSST04; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2004.bib", abstract = "A study by a ITiCSE 2001 working group (``the McCracken Group'') established that many students do not know how to program at the conclusion of their introductory courses. A popular explanation for this incapacity is that the students lack the ability to problem-solve. That is, they lack the ability to take a problem description, decompose it into sub-problems and implement them, then assemble the pieces into a complete solution. An alternative explanation is that many students have a fragile grasp of both basic programming principles and the ability to systematically carry out routine programming tasks, such as tracing (or ``desk checking'') through code. This ITiCSE 2004 working group studied the alternative explanation, by testing students from seven countries, in two ways. First, students were tested on their ability to predict the outcome of executing a short piece of code. Second, students were tested on their ability, when given the desired function of short piece of near-complete code, to select the correct completion of the code from a small set of possibilities. Many students were weak at these tasks, especially the latter task, suggesting that such students have a fragile grasp of skills that are a prerequisite for problem-solving.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce:2005:UAM, author = "Kim B. Bruce", title = "Using abstractions to make concepts concrete", journal = j-SIGCSE, volume = "37", number = "1", pages = "1--1", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047347", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As instructors we work hard at teaching our students why and how to create appropriate abstractions in order to simplify program design and implementation. Interestingly, we sometimes neglect to take advantage of the fact that we can also use abstractions to benefit teaching and learning. In this talk I'll present some examples of useful abstractions that can make computer science concepts more concrete for novices. I'll also discuss the importance of understanding and using languages that provide support for creating abstractions in developing software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{More:2005:BXI, author = "Sara Miner More and Tim Pevzner and Alin Deutsch and Scott Baden and Paul Kube", title = "Building an {XQuery} interpreter in a compiler construction course", journal = j-SIGCSE, volume = "37", number = "1", pages = "2--6", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047363", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For two years, we have been teaching a quarter-long compiler construction course where students implement an interpreter for a variant of the XML query language XQuery. Our goal is to motivate students' interest in the course by exposing them to an interesting and powerful new language which they see as relevant to potential future experiences. In this paper, we first explain the workings of the course itself, and then describe some pedagogically interesting variants of the XQuery language. We close with a discussion of challenges faced and conclusions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henry:2005:TCC, author = "Tyson R. Henry", title = "Teaching compiler construction using a domain specific language", journal = j-SIGCSE, volume = "37", number = "1", pages = "7--11", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Building a compiler for a domain specific language (a language designed for a specific problem domain) can engage students more than traditional compiler course projects. Most students feel that compiler courses are irrelevant because they are not likely to get a job writing compilers[2]. However, the technologies used to construct a compiler are widely applicable [2,5]. Using a domain specific language demonstrates to students the wide applicability of compiler construction techniques. This paper presents the results of using a domain specific language in an upper division compiler course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{White:2005:HSU, author = "Elizabeth White and Ranjan Sen and Nina Stewart", title = "Hide and show: using real compiler code for teaching", journal = j-SIGCSE, volume = "37", number = "1", pages = "12--16", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047365", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present a novel approach that enables students in graduate compiler courses to examine and experiment with a real compiler without becoming overwhelmed by complexity. The key to the idea is the use of a debugger directly on a compiler during the compilation process. By providing instructions on breakpoints and variables of interest, the student is only shown the relevant portions of the compiler; the rest is hidden. We describe our strategy of using exercise sessions targeted toward illustration of core compiler concepts such as lexical analysis, parsing and code generation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohen:2005:AIC, author = "Robert F. Cohen and Alexander V. Fairley and David Gerry and Gustavo R. Lima", title = "Accessibility in introductory computer science", journal = j-SIGCSE, volume = "37", number = "1", pages = "17--21", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our efforts to integrate software accessibility into the CS1 curriculum. Accessibility is an important aspect of modern software systems for both legal and ethical reasons. The acceptance of Java as language for CS1 gives us the opportunity to teach accessibility from the beginning, since Java Accessibility is simple and integrated into Swing components. We present simple guidelines on how to incorporate Accessibility into a Java based CS1, and describe programming projects that incorporate accessibility.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harrison:2005:OEW, author = "Susan M. Harrison", title = "Opening the eyes of those who can see to the world of those who can't: a case study", journal = j-SIGCSE, volume = "37", number = "1", pages = "22--26", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While some web page or user interface design courses include a lecture or two highlighting issues related to users with visual impairments, it is rare that such courses make this a recurring theme. This paper describes how a web page design course weaves the idea of designing for screen reader users throughout the entire course with minor changes to the standard curriculum of the course. Included are examples of how the eyes of the students are opened to the world of blind users, to the requirements of the law, to the code to make pages accessible, and to ways to test accessibility.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Egan:2005:SAS, author = "Mary Anne L. Egan", title = "Students with {Asperger}'s syndrome in the {CS} classroom", journal = j-SIGCSE, volume = "37", number = "1", pages = "27--30", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047369", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "More students with Asperger's Syndrome are entering higher education and a majority of these students are choosing a computer science curriculum. With an increasing number of students with disabilities in the classroom, it is important to understand the particular aspects of a disability that will affect classroom situations. This paper presents common characteristics of students with Asperger's Syndrome and offers techniques that will maximize the student's educational experience and minimize disturbance to other students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pastel:2005:ISR, author = "Robert Pastel", title = "Integrating science and research in a {HCI} design course", journal = j-SIGCSE, volume = "37", number = "1", pages = "31--35", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduate computer science students have few opportunities to experience scientific investigation and computer science research. A human-computer interaction (HCI) course can offer many opportunities for research that are accessible to undergraduate students, and because of the similarity between the design and research processes, a design project based HCI course is particularly suited to introducing undergraduate computer science students to the research process. In this paper, we describe and discuss the challenges of integrating research projects into a design HCI course. We also present example research projects and discuss the feedback form students attending the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2005:IJP, author = "Stuart A. Hansen", editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", title = "Interpreting {Java} Program Runtimes", journal = j-SIGCSE, volume = "37", number = "1", pages = "36--40", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047372; https://doi.org/10.1145/1047344.1047372", ISBN = "1-58113-997-7", ISBN-13 = "978-1-58113-997-6", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#Hansen05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Many instructors use program runtimes to illustrate and reinforce algorithm complexity concepts. Hardware, operating systems and compilers all influence the runtimes, but generally not to the extent of making the data difficult to interpret. The Java virtual machine adds an additional layer of software, making it much harder to see the relationship between the runtimes and the underlying algorithm. This paper presents some of the basic issues the author and his students have encountered when analyzing Java program runtimes and briefly discusses strategies to address them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Braught:2005:TES, author = "Grant Braught", title = "Teaching empirical skills and concepts in computer science using random walks", journal = j-SIGCSE, volume = "37", number = "1", pages = "41--45", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047373", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An argument is made for integrating the study of empirical skills and concepts into the computer science curriculum. With reference to past work an incremental approach is advocated for the study of these skills and concepts. A unique assignment that exemplifies the advocated approach is presented. This assignment, based on the study of random walks, is intended to introduce empirical investigation as early as is possible, during the first week of the first course. Two extensions to this assignment, one for the first course and one for a programming languages course, are discussed and used to illustrate the advocated incremental approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2005:AJT, author = "Eric S. Roberts and Kim B. Bruce and Robb Cutler and James H. {Cross II} and Scott B. Grissom and Karl Klee and Susan H. Rodger and Fran Trees and Ian Utting and Frank Yellin", editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", title = "The {ACM Java Task Force}: Status Report", journal = j-SIGCSE, volume = "37", number = "1", pages = "46--47", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047344.1047348; https://doi.org/10.1145/1047124.1047348", ISBN = "1-58113-997-7", ISBN-13 = "978-1-58113-997-6", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#RobertsBCCGKRTUY05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "SIGCSE 2004 marked the official announcement of the ACM Java Task Force, which is working to develop a stable collection of pedagogical resources that will make it easier to teach Java to first-year computing students. The Java Task Force has received funding from the ACM Education Board, the SIGCSE Special Projects Fund, and the National Science Foundation (NSF Award DUE-0411905). This session offers an update on the work of the Java Task Force over the past year and provides an opportunity for community feedback prior to the publication of the final report in June 2005.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marlowe:2005:DPD, author = "Thomas J. Marlowe and Cyril S. Ku and James W. Benham", title = "Design patterns for database pedagogy: a proposal", journal = j-SIGCSE, volume = "37", number = "1", pages = "48--52", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Courses in Relational Databases largely use a domain-specific design approach different from that used in the rest of the curriculum. Use of the Unified Process, UML, and Design Patterns as a pedagogical approach for Databases can leverage previous student experience with design, make knowledge from Database courses more immediately relevant elsewhere, and create greater continuity across the curriculum. This approach allows issues in logical design and in implementation to be more easily connected with similar concerns in other courses (for example, Software Engineering), and supports greater and easier transfer of design between Relational and Object-Oriented Databases, and between databases and embedding applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dietrich:2005:EXD, author = "Suzanne W. Dietrich and Susan D. Urban and Hua Ma and Yang Xiao and Shama Patel", title = "Exploring {XML} for data exchange in the context of an undergraduate database curriculum", journal = j-SIGCSE, volume = "37", number = "1", pages = "53--57", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047376", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The relationship between XML and database management systems has become an important topic for coverage at the undergraduate level. This paper presents an approach to teaching the use of XML through the study of data exchange. After a brief review of XML, the paper provides a tutorial on the different features that are provided in major relational database products for the import and export of XML, providing a discussion of how these features can be used as implementation exercises for students. In addition to addressing the use of XML for data exchange in relational systems, the paper also provides an overview of several teaching tools that are also used in the study of XML for object-oriented data and also for the exchange of object-oriented and object-relational data.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kenny:2005:ATD, author = "Claire Kenny and Claus Pahl", title = "Automated tutoring for a database skills training environment", journal = j-SIGCSE, volume = "37", number = "1", pages = "58--62", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047377", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Universities are increasingly offering courses online. Feedback, assessment, and guidance are important features of this online courseware. Together, in the absence of a human tutor, they aid the student in the learning process. We present a programming training environment for a database course. It aims to offer a substitute for classroom based learning by providing synchronous automated feedback to the student, along with guidance based on a personalized assessment. The automated tutoring system should promote procedural knowledge acquisition and skills training. An automated tutoring feature is an integral part of this tutoring system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zur:2005:CWE, author = "Ela Zur and Lilly Irani and Lecia Barker and Mark Guzdial", title = "Contrasting women's experiences in computer science at different institutions", journal = j-SIGCSE, volume = "37", number = "1", pages = "63--64", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The SIGCSE community has produced much analysis of the dynamics causing women to choose Computer Science in disproportionately low numbers. In truth, we have learned that the factors are complex and contextual. This panel presents dynamics affecting women in four different institutions and explores the possibilities for common solutions to unique contextual problems. In the last five years, there has been extensive attention paid to the gender-gap in computer science courses (e.g., [1, 5]). Women are not succeeding in our introductory computer science courses, nor are they continuing in the curriculum, at the same rate as men. The reasons why have much to do with the context of individual courses, which can differ markedly between institutions. This panel explores how markedly different institutions can have similar outcomes, and how there may be some cross-institutional contextual issues that we might address. We will begin presenting an analysis of the results found in one university regarding the success of women in CS. Then we will present how classroom climate and the way CS is sometimes taught can lead to negative experience of studying CS at a different institution. We will suggest that interventions are necessary while students are building images of CS. We will end by presenting such an intervention that changes the classic CS1 course, and leads to changing the focus of what we're teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2005:SOA, author = "Lillian (Boots) Cassel and Russell Shackelford and Robert H. Sloan", title = "A synthesis and ontology of all of computing", journal = j-SIGCSE, volume = "37", number = "1", pages = "65--66", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047349", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In recent years, the discipline of computing has matured to the point of having distinct sub elements, each of which is developing curriculum recommendations, accreditation criteria, conferences, professional societies and publications. In particular, five distinct curriculum projects range in status from completed some time ago Computing Curricula 2001: Computer Science (CS-2001)[4] and IS 2002 Model Curriculum and Guidelines for Undergraduate Degree Programs in Information Systems (IS-2002) [1], through almost completed as of the writing of this special session proposal, and very likely to be published by the time of SIGCSE 2005 Computing Curricula 2004: Software Engineering [2] and Computing Curricula: Computer Engineering [5] to one that will likely be finished in late 2005 or early 2006 Computing Curricula: Information Technology. More broadly, recent work in the UK to identify the variety of computing related programs currently offered in British universities identified 2,400 distinct program names [3]. We are making an interim report on, and seeking input into, a project to keep the family of computing related disciplines together. This project is partially funded by the National Science Foundation (NSF grant 0338546, Special Project: All in the Family: A unified representation of the computing and information related disciplines), and is being run by a joint task force from several professional societies, with ACM taking the lead. Very roughly, the goals of the project are to provide a synthesis of all that is computing, and various ways of organizing and visualizing that synthesis. This project began in late 2003, and got started in earnest in early 2004. We anticipate completing the work late in 2005 or early in 2006. Thus SIGCSE 2005 is the perfect time for us both to report on our work to date, and to get valuable feedback from the community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Elsharnouby:2005:USJ, author = "T. Elsharnouby and A. U. Shankar", title = "Using {SeSF Java} in Teaching Introductory Network Courses", journal = j-SIGCSE, volume = "37", number = "1", pages = "67--71", month = mar, year = "2005", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Tue Apr 26 10:50:23 MDT 2005", bibsource = "https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Elsharnouby:2005:UST, author = "Tamer Elsharnouby and A. Udaya Shankar", title = "Using {SeSFJava} in teaching introductory network courses", journal = j-SIGCSE, volume = "37", number = "1", pages = "67--71", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Networking course projects are usually described by an informal specification and a collection of test cases. Students often misunderstand the specification or oversimplify it to fit just the test cases. Using formal methods eliminates these misunderstandings and allows the students to test their projects thoroughly, but at the expense of learning a new language. SeSF (Services and Systems Framework) is one way to overcome this obstacle. In SeSF, both implementations and services are defined by programs in conventional languages, thereby, eliminating the need to teach the students a new language. SeSF is a markup language that can be integrated with any conventional language. The integration of SeSF and Java is called SeSFJava. SeSFJava provides a technique to mechanically test whether student projects conform to their corresponding specifications, thereby, providing the instructors with a technique for semi-automated grading. We present a four-phase transport protocol project, and describe how SeSFJava is used in specifying, testing and grading the different phases of this project. The use of SeSF significantly (1) increased the percentage of students who completed the projects, (2) reduced their email queries about the specification, and (3) reduced the grading time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Modak:2005:PBD, author = "Vishal D. Modak and David D. Langan and Thomas F. Hain", title = "A pattern-based development tool for mobile agents", journal = j-SIGCSE, volume = "37", number = "1", pages = "72--75", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Mobile agents are a technology that is applicable in several courses. However, the development of applications using mobile agents can be difficult and time-consuming for students. To address this problem, a tool called Mobile Agent Development Environment (MADE) is presented. MADE facilitates the rapid creation of mobile agent based applications through a pattern-based code generating wizard. MADE organizes and offers the creation of mobile agents based on their characteristics and behavior. MADE is based on the IBM Aglets API. MADE also offers easy-to-use plug-ins for course specific domains such as database and networking. Initial testing has shown that 55\% of the code needed for simple applications can be generated quickly and automatically using the described tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Casado:2005:VNS, author = "Martin Casado and Nick McKeown", title = "The virtual network system", journal = j-SIGCSE, volume = "37", number = "1", pages = "76--80", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The goal of our work is to give students a hands-on experience designing, deploying and debugging parts of the Internet infrastructure, such as an Internet router that routes real network traffic, or a security firewall. To do so normally requires that the students have access to snoop and generate raw network traffic, which is a risk to privacy and security. And it normally requires each student to have a dedicated computer, and to modify the kernel. The Virtual Network System (VNS) is a teaching tool designed for undergraduate and graduate networking courses. With VNS, each student can build a router (or any packet-processing device) in user-space, in their own private, protected topology, and process real Internet traffic. VNS has been used by over 500 students at Stanford and remotely from other universities. This paper describes the VNS tool, and our experiences using it in the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Combs:2005:CSP, author = "William Combs and Robert Hawkins and Thomas Pore and Arik Schechet and Tim Wahls and Louis Ziantz", title = "The course scheduling problem as a source of student projects", journal = j-SIGCSE, volume = "37", number = "1", pages = "81--85", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047385", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The course scheduling problem is simple to understand, yet complex enough to admit a wide range of solutions at varying levels of difficulty in implementation. In this work, we outline four types of student projects based on this problem, discuss how these projects can be approached and how they might integrate into a computer science curriculum, and describe two example projects that we have used.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walden:2005:RTI, author = "James Walden", title = "A real-time information warfare exercise on a virtual network", journal = j-SIGCSE, volume = "37", number = "1", pages = "86--90", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047386", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Information warfare exercises, such as ``Capture the Flag,'' serve as a capstone experience for a computer security class, giving students the opportunity to apply and integrate the security skills they learned during the class. However, many information security classes don't offer such exercises, because they can be difficult, expensive, time-consuming, and risky to organize and implement. This paper describes a real-time ``Capture the Flag'' exercise, implemented using a virtual network with free, open-source software to reduce the risk and effort of conducting such an exercise.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parberry:2005:EID, author = "Ian Parberry and Timothy Roden and Max B. Kazemzadeh", title = "Experience with an industry-driven capstone course on game programming: extended abstract", journal = j-SIGCSE, volume = "37", number = "1", pages = "91--95", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Game programming classes have been offered at the University of North Texas continuously since 1993. The classes are project based, and feature collaborative coursework with art majors in UNT's School of Visual Arts. We discuss the design that enables them to simultaneously provide both training for students intending employment in the game industry, and a capstone experience for general computer science undergraduates.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Null:2005:CIM, author = "Linda Null and Karishma Rao", title = "{CAMERA}: introducing memory concepts via visualization", journal = j-SIGCSE, volume = "37", number = "1", pages = "96--100", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047389", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "CAMERA, Cache and Memory Resource Allocation, is a collection of workbenches for cache mapping schemes (including direct, fully associative, and set associative) and virtual memory (including paging and TLBs). Its goals are to provide users with interactive tutorials and simulations to help them better understand the fundamental concepts of memory management. Implemented in Java Swing, these workbenches allow users to observe the processes of memory to cache mapping, and virtual memory using paging. The workbenches have proven useful in both introductory architecture classes and operating system classes. Students find CAMERA easy to use, even without the supplied user's guide. In the paper, we compare CAMERA to various existing systems and explore the software's features in detail in addition to discussing future enhancements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yehezkel:2005:CAM, author = "Cecile Yehezkel and Mordechai Ben-Ari and Tommy Dreyfus", title = "Computer architecture and mental models", journal = j-SIGCSE, volume = "37", number = "1", pages = "101--105", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047390", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The EasyCPU visualization environment was developed for teaching computer architecture to novice students of computer science. During the development, the process of choosing the appropriate conceptual model of the computer for the visualization motivated research on the mental models that arise in the students as they learn. These mental models come from attempts by the students to make sense of the conceptual models presented to them by the software tool and their learning materials (textbook and exercises). The research findings support the view that the visualization was critical in enabling the construction of a viable mental model, a process that did not occur from textbook learning alone, because for the majority of students, their mental models were based upon their end-user experience rather than on the theoretical learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zilles:2005:SEP, author = "Craig Zilles", title = "{SPIMbot}: an engaging, problem-based approach to teaching assembly language programming", journal = j-SIGCSE, volume = "37", number = "1", pages = "106--110", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes SPIMbot, an extension to James Larus's widely-used MIPS simulator SPIM, that allows virtual robots to be controlled by writing programs in the MIPS assembly language. SPIMbot was written to provide an engaging environment to motivate students to learn assembly language concepts. The SPIMbot tool allows the development of scenarios---in which students must program the robot to perform certain tasks---and provides the means to compete two robots against each other. In our sophomore/junior-level class, we structure the programming component as a collection of structured assignments that produce sub-components for the robot; these sub-components are then used in a final open-ended programming assignment to produce an entry for a SPIMbot tournament. In our experience, this has been an effective means of engaging students, with many students investing time to aggressively optimize their implementations. SPIMbot has been effectively used in large classes and its source code is freely available [7].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bhagyavati:2005:UAD, author = "Bhagyavati and Stan Kurkovsky and Christopher C. Whitehead", title = "Using asynchronous discussions to enhance student participation in {CS} courses", journal = j-SIGCSE, volume = "37", number = "1", pages = "111--115", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047393", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As Computer Science (CS) educators, we are involved in teaching a variety of undergraduate and graduate courses such as database management systems, networking, software development and web development courses. In addition to the traditional classroom environment, we use online and blended teaching methods to enhance student participation and improve the achievement of learning objectives. Typical online supplements to classroom instruction include posting homework, links to external resources, lecture notes and exams online. Asynchronous discussions and synchronous chat sessions provide additional forums outside the classroom for strengthening interaction and enriching the learning experience for students. This paper focuses on how asynchronous discussions can be used to enhance student participation in CS courses; increased participation leads to learning effectiveness, rich involvement with the course content, and student satisfaction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wilkerson:2005:UPI, author = "Michelle Wilkerson and William G. Griswold and Beth Simon", title = "Ubiquitous presenter: increasing student access and control in a digital lecturing environment", journal = j-SIGCSE, volume = "37", number = "1", pages = "116--120", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047394", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The University of Washington's Classroom Presenter lecturing system enables an active lecturing environment by combining a standard electronic slide presentation format with the capability for extemporaneous ink annotations by instructors and students using Tablet PCs. Thus, it can promote more interactive, student-centered learning. While many students may own laptops, few are yet Tablet devices. Also, Presenter uses multicast networking, which has availability and reliability issues. Ubiquitous Presenter (UP) expands Presenter via common web technologies to support non-Tablet audiences and enhance student control. UP enables students, using internet web browsers, to (a) synchronously or asynchronously view the slides and ink that are broadcast by the instructor, as well as (b) provide contextual submissions via text overlaid on the instructor's slides. The only compromises are that non-Tablet students cannot produce ink, and that professor ink is provided after a small time delay.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hannon:2005:RCE, author = "Charles Hannon and Manfred Huber and Lisa Burnell", title = "Research to classroom: experiences from a multi-institutional course in smart home technologies", journal = j-SIGCSE, volume = "37", number = "1", pages = "121--125", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047395", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Bringing the excitement and challenges of active research into the classroom offers unique learning experiences. This is particularly true for undergraduate students not otherwise exposed to the processes, methods, and results of research. Designing and delivering such a course, however, presents many challenges. In this article, we describe our recent experience co-teaching a multi-institutional course in smart home technologies. From our experience and analysis of student evaluations, we offer a number of lessons learned and recommendations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2005:UHC, author = "Orit Hazzan and John Impagliazzo and Raymond Lister and Shimon Schocken", title = "Using history of computing to address problems and opportunities", journal = j-SIGCSE, volume = "37", number = "1", pages = "126--127", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047397", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2005:VEN, author = "Steve Cunningham", title = "The voice of experience: national science foundation funded projects", journal = j-SIGCSE, volume = "37", number = "1", pages = "128--129", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047350", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The National Science Foundation wants STEM faculty to be able to develop projects that will succeed in attracting funding from NSF programs. For the SIGCSE Symposium audience, this probably means being successful in being funded from the CCLI program. This special session gives attendees the opportunity to learn from those who have built successful CCLI-funded projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2005:ADC, author = "Joseph Bergin and Clifton Kussmaul and Thomas Reichlmayr and James Caristi and Gary Pollice", title = "Agile development in computer science education: practices and prognosis", journal = j-SIGCSE, volume = "37", number = "1", pages = "130--131", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047351", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Agile approaches to software development share a particular set of values [2,4]: Individuals and interactions over processes and tools. Working software over comprehensive documentation. Customer collaboration over contract negotiation. Responding to change over following a plan. Many agile methodologies were developed in response to so-called disciplined methodologies that emphasize detailed documentation and formal processes, and that are often associated with ISO compliance or the CMM. However, there is growing recognition that both agile and disciplined approaches have advantages, and that often a combination can be very effective [1].Many faculty are exploring and experimenting with ways to integrate agile concepts and practices into academic programs in areas such as computer science, software engineering, and information systems. This special session will help us work together in agile ways to better understand the importance and role(s) of agile concepts and practices, successful ways to incorporate them in academic settings, potential pitfalls, and key questions that should be explored further. We want to gather input from a wide range of people in different sub-disciplines and programs. We will begin with a very brief overview of agile concepts and practices, followed by brief statements from each of the five speakers, to give other participants a sense of the range of possibilities (25 min). Next, we will poll participants to identify a set of topics within agility that they want to discuss further (5 min). Participants will then gather into subgroups for each topic, and each subgroup will identify best practices, interesting ideas, and open questions for that topic (30-35 min). Each subgroup will then give a brief report to the entire group, and we will conclude with a few minutes of general discussion (10-15 min).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Way:2005:CBF, author = "Thomas P. Way", title = "A company-based framework for a software engineering course", journal = j-SIGCSE, volume = "37", number = "1", pages = "132--136", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047399", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The subject matter of a typical undergraduate software engineering course, while providing necessary background, can be quite dry. Team-based programming projects often complement the more theoretical textbook and lecture content by giving students valuable hands-on practice, albeit on a small scale and within a traditional classroom setting. This paper describes a company-based framework used in two semesters of a software engineering course. This approach incorporates a novel, collaborative framework to simulate the real-world experience of working for a medium-sized software design company or research laboratory, while giving students a vested interest in the overall outcome.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Coppit:2005:LTP, author = "David Coppit and Jennifer M. Haddox-Schatz", title = "Large team projects in software engineering courses", journal = j-SIGCSE, volume = "37", number = "1", pages = "137--141", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047400", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A key goal of educators teaching software engineering is to provide students with useful experience that will benefit them after graduation. A key component of this experience is usually a class project that is meant to expose students to the issues associated with real software development efforts. Unfortunately, educators rarely have the time required to manage software projects in addition to their normal pedagogical duties. As a result, many software engineering courses compromise the project experience by reducing the team sizes, project scope, and risk. In this paper, we present an approach to teaching a one-semester software engineering course in which approximately 30 students work together to construct a moderately sized (22 KLOC) software system. This approach provides a more realistic project experience for the students, without incurring significant managerial overhead for the instructor. We present our experiences using the approach for the spring 2004 software engineering course at The College of William and Mary.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bernstein:2005:APT, author = "Marc Bernstein and Kelly M. FitzGerald and James P. Macdonell and Arturo I. Concepcion", title = "{AlgorithmA} project: the ten-week mock software company", journal = j-SIGCSE, volume = "37", number = "1", pages = "142--146", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047401", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is difficult to teach students proper software engineering methodology in a classroom setting. Without hands-on experience, students may not understand why the software engineering process exists. By teaching students via a mock company experience, teaching software engineering can become a rewarding experience while showing the students how simple it is to follow the correct process. Here we show how in the microcosm of a mock software company it is possible to teach very real lessons about software engineering, unfamiliar technologies, teamwork and the realization that when a project ends, the code does not disappear.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gottschalk:2005:CFP, author = "Larry Gottschalk and Jigang Liu and Brahma Dathan and Sue Fitzgerald and Michael Stein", title = "Computer forensics programs in higher education: a preliminary study", journal = j-SIGCSE, volume = "37", number = "1", pages = "147--151", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047403", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a preliminary survey of computer forensics programs in North America. It summarizes existing requirements for associate, bachelor's, and master's degree programs as well as certificate programs. It briefly discusses factors which must be considered when introducing a new program (curriculum design, faculty, students, facilities, and budget).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aycock:2005:V, author = "J. Aycock and K. Barker", title = "Viruses 101", journal = j-SIGCSE, volume = "37", number = "1", pages = "152--156", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047404", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The University of Calgary introduced a controversial course in the fall of 2003 on computer viruses and malware. The primary objection about this course from the anti-virus community was that students were being taught how to create viruses in addition to defending against them. Unfortunately, the reaction to our course was based on a dearth of information, which we remedy in this paper by describing key pedagogical elements of the course. Specifically, we present four aspects of our course: how students are vetted for entry, operation of the course, course content, and the instructional materials used. In addition, we pay particular attention to the controversial course assignments, discussing the assignments and the need for balance, objectivity, security, and learning in a university environment. Our experiences with the course and future plans may be helpful for other institutions considering such course offerings. It should also provide opponents of the course with valuable information about the true nature of the course, the pedagogy used, and the value provided to the computer community as computer science graduates with this kind of expertise take their place as the next generation computer security experts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Logan:2005:TSH, author = "Patricia Y. Logan and Allen Clarkson", title = "Teaching students to hack: curriculum issues in information security", journal = j-SIGCSE, volume = "37", number = "1", pages = "157--161", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047405", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching ``hacking'' as a legitimate means of training students in how to protect a future employer's data assets has been introduced into courses with increasing frequency. The introduction of ``red teaming'' and attack-based exercises into information security courses presents a potential ethical problem. This paper explores the issues involved in designing an information security course with lab components that involve destructive actions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Okasaki:2005:ATC, author = "Chris Okasaki", title = "Alternatives to two classic data structures", journal = j-SIGCSE, volume = "37", number = "1", pages = "162--165", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Red-black trees and leftist heaps are classic data structures that are commonly taught in Data Structures (CS2) and/or Algorithms (CS7) courses. This paper describes alternatives to these two data structures that may offer pedagogical advantages for typical students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barnes:2005:EBS, author = "G. Michael Barnes and John Noga and Peter D. Smith and Jeff Wiegley", title = "Experiments with balanced-sample binary trees", journal = j-SIGCSE, volume = "37", number = "1", pages = "166--170", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047408", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we propose using experiments with Balanced-Sample Binary Trees (BSBTrees) as assignments and lecture material in intermediate data structures courses (CS2/3). BSBTrees are composite data structures that have a temporarily constructed form that precedes their normal construction. We present them in the context of binary search trees. To do this we first investigate the retrieval properties of randomly generated binary search trees and show how temporary construction can improve both worst case and average case behavior. We provide a brief analysis of BSBTree performance and description of the classes that can be used for BSBTree implementation. Last we discuss the use of BSBTrees in CS2 and CS3 courses and a survey of student opinions about BSBTrees.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levitin:2005:APA, author = "Anany Levitin", title = "Analyze that: puzzles and analysis of algorithms", journal = j-SIGCSE, volume = "37", number = "1", pages = "171--175", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047409", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The paper advocates a wider use of puzzles and puzzle-like games in teaching the analysis of algorithms. It discusses many specific examples---from classic puzzles of recreational mathematics to newly popular job interview brainteasers---which illustrate all major aspects of algorithm analysis.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carlisle:2005:RVP, author = "Martin C. Carlisle and Terry A. Wilson and Jeffrey W. Humphries and Steven M. Hadfield", title = "{RAPTOR}: a visual programming environment for teaching algorithmic problem solving", journal = j-SIGCSE, volume = "37", number = "1", pages = "176--180", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When students are learning to develop algorithms, they very often spend more time dealing with issues of syntax rather than solving the problem. Additionally, the textual nature of most programming environments works against the learning style of the majority of students. RAPTOR is a visual programming environment, designed specifically to help students envision their algorithms and avoid syntactic baggage. RAPTOR programs are created visually and can be executed visually by tracing the execution through the program. Required syntax is kept to a minimum. Students preferred expressing their algorithms visually, and were more successful creating algorithms using RAPTOR than using a traditional language or writing flowcharts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bailey:2005:ITT, author = "Mark W. Bailey", title = "{IRONCODE}: think-twice, code-once programming", journal = j-SIGCSE, volume = "37", number = "1", pages = "181--185", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047412", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "To become proficient programmers, novices must develop the skills of writing, reading, debugging, and testing code. We believe that learning to write short pieces of code correctly the first time helps strengthen all of these skills. In this paper, we describe a type of exercise, called IRONCODE, that helps develop the code-once skill. We describe the exercise, the programming environment, its implementation, and our experiences using IRONCODE in a second semester programming class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bennedsen:2005:RPP, author = "Jens Bennedsen and Michael E. Caspersen", title = "Revealing the programming process", journal = j-SIGCSE, volume = "37", number = "1", pages = "186--190", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the most important goals of an introductory programming course is that the students learn a systematic approach to the development of computer programs. Revealing the programming process is an important part of this; however, textbooks do not address the issue --- probably because the textbook medium is static and therefore ill-suited to expose the process of programming. We have found that process recordings in the form of captured narrated programming sessions are a simple, cheap, and efficient way of providing the revelation. We identify seven different elements of the programming process for which process recordings are a valuable communication media in order to enhance the learning process. Student feedback indicates both high learning outcome and superior learning potential compared to traditional classroom teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2005:CCS, author = "Vicki L. Almstrum and Orit Hazzan and Mark Guzdial and Marian Petre", title = "Challenges to computer science education research", journal = j-SIGCSE, volume = "37", number = "1", pages = "191--192", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2005:TAN, author = "Steve Cunningham and Diana Gant and Harriet Taylor", title = "Taking advantage of national science foundation funding opportunities", journal = j-SIGCSE, volume = "37", number = "1", pages = "193--193", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session will highlight programs in the National Science Foundation EHR Division of Undergraduate Education and CISE Division of Computer and Network Systems that are of interest to college faculty, discussing the requirements and guidelines for programs in these areas. It will also include a presentation of the characteristics of a competitive proposal and the proposal and review processes, and participants will be encouraged to explore their ideas with the presenters.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marion:2005:SRS, author = "Bill Marion", title = "Status report on the {SIGCSE} committee on the implementation of a discrete mathematics course", journal = j-SIGCSE, volume = "37", number = "1", pages = "194--195", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047353", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session is a progress report from the first committee created under the SIGCSE Committee Initiative. The Committee on Implementation of a Discrete Mathematics Course is charged with developing implementation models and materials for the one-semester discrete math course proposed in Computing Curriculum 2001. At the time of the session, the Committee will have completed about three-fourths of its task. In this session the committee will present a number of course models which, for each, will include a syllabus/course outline and a list of possible applications which connect the mathematics to fundamental ideas in computer science. Comments and additional input from the SIGCSE community will be solicited. Presentation will by Bill Marion, one of the two committee co-facilitators and two other committee members.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2005:CDF, author = "Mordechai (Moti) Ben-Ari", title = "The {Concorde} doesn't fly anymore", journal = j-SIGCSE, volume = "37", number = "1", pages = "196--196", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While computing technology has undoubtedly changed the world in which we live, the changes have been exaggerated. Talk of a hi-tech internet-driven revolution during the last decade is inaccurate from a historical perspective: (a) It belittles previous technological achievements; for example, the landings on the moon between 1969 and 1972 were achieved with less computing capability than a PDA has today. (b) So much of the ``new'' technology dates back thirty years or more; for example, how many of our students know when the first email was sent? This loss of historical perspective has led to demands for an artifact-driven curriculum that I believe is inadequate for the education of future computer scientists and computational engineers. (The latter is a new term I wish to propose for people engaged in the scientifically-based design and construction of systems that perform computations. It is linguistically modeled on the terms mechanical and electrical engineer, and is intended to take the place of the term software engineer.) A comparison of the CC2001 curriculum with the curriculum of a traditional, ``non-revolutionary'' engineering discipline points to what I believe the future of CS education should be.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stansfield:2005:IVC, author = "Sharon Stansfield", title = "An introductory {VR} course for undergraduates incorporating foundation, experience and capstone", journal = j-SIGCSE, volume = "37", number = "1", pages = "197--200", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the structure, pedagogy and motivation for an introductory undergraduate course in Virtual Reality. The course is offered as an elective at the 400-level, hence students taking the course are juniors and seniors who have completed a substantial portion of their Computer Science curriculum. The course incorporates multiple components of VR theory and practice, including hardware and software survey and analysis, human perception, and applications. It also contains a semester-long, hands-on development component utilizing a specific virtual reality environment. In addition, because VR is a broad, multidisciplinary field of study, the course provides an ideal environment for incorporating capstone elements that allow undergraduate students to tie together many of the computing principles learned during their undergraduate academic careers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yu:2005:PMM, author = "Tin-Tin Yu and John L. Lowther and Ching-Kuang Shene", editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", title = "Photon Mapping Made Easy", journal = j-SIGCSE, volume = "37", number = "1", pages = "201--205", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047418; https://doi.org/10.1145/1047344.1047418", ISBN = "1-58113-997-7", ISBN-13 = "978-1-58113-997-6", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#YuLS05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Graphics/rad.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This paper presents the authors' introduction of photon mapping in an undergraduate computer graphics course, Software was designed as a pedagogical and demonstration tool which permitted students to practice and learn photon mapping. Classroom experience and examples that illustrate soft shadows, color bleeding, indirect illumination and caustic are also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holliday:2005:GDA, author = "Mark A. Holliday and Barry Wilkinson and Jeffrey House and Samir Daoud and Clayton Ferner", title = "A geographically-distributed, assignment-structured undergraduate grid computing course", journal = j-SIGCSE, volume = "37", number = "1", pages = "206--210", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047419", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Grid computing is now mature enough and important enough to be studied as a full course at the undergraduate level for upper-level computer science majors. We have developed such a course, including a set of lecture slides, assignments, and assignment handouts specifically targeted for this audience. The sequence of assignments is a key part of the course. Some of the assignments are modifications of pre-existing work and others are completely new. We describe the key decisions we made about the course organization and content and describe the assignments. An important feature of the course is that it was geographically distributed with copies of the grid software installed at three campuses. Those campuses plus three others were receiving sites and included students and faculty associated with nine universities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hill:2005:GP, author = "Curt Hill and Brian M. Slator and Lisa M. Daniels", title = "The grader in {ProgrammingLand}", journal = j-SIGCSE, volume = "37", number = "1", pages = "211--215", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a customized instructional content delivery system named ProgrammingLand with special emphasis on a program evaluation module named TorqueMOODa. The system is fully online and is used as a component of several classroom courses, as well the foundation of comparable distance education classes. The context of these systems is the early programming classes often taken by introductory Computer Science students, among others.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2005:REE, author = "Amruth N. Kumar", title = "Results from the evaluation of the effectiveness of an online tutor on expression evaluation", journal = j-SIGCSE, volume = "37", number = "1", pages = "216--220", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047422", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Researchers have been developing online tutors for various disciplines, including Computer Science. Educators are increasingly using online tutors to supplement their courses. Are online tutors effective? Can they help students learn? If so, what features contribute to their effectiveness? We will examine these questions in the context of an online tutor that we developed for introductory Computer Science. The tutor is designed to help students learn expression evaluation in C++/Java. We evaluated the tutor over several years, in multiple sections of Computer Science I each year. We used controlled tests with differential treatments, and used pre and post-tests to evaluate the effectiveness of the tutor. Our results show that online tutors indeed help students learn. Students who use the tutor for practice learn better than those who use a printed workbook. Students who receive both graphic visualization and text explanation learn better than those who receive only graphic visualization. Students who use graphic visualization learn better than those who receive no explanation. These results will be of interest to both developers and users of online tutors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Diwan:2005:PDE, author = "Amer Diwan and Michele H. Jackson and William M. Waite and Jacob Dickerson", title = "{PL-detective}: experiences and results", journal = j-SIGCSE, volume = "37", number = "1", pages = "221--225", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047423", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Last year we described the PL-Detective, a system for building exercises and demonstrations in a programming languages course. One of the main goals of the PL-Detective was to provide an experimental environment with which students could interact in order to discover the information that they needed to complete the exercise. In this paper we evaluate the PL-Detective with respect to this goal. We present data from a class of 29 groups of two or three students that used the PL-Detective for 11 exercises. Our data shows that students are both effective and efficient at getting information from the PL-Detective.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ragonis:2005:USD, author = "Noa Ragonis and Mordechai Ben-Ari", title = "On understanding the statics and dynamics of object-oriented programs", journal = j-SIGCSE, volume = "37", number = "1", pages = "226--230", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047425", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes research into the influence of using static (class and object) visualization on understanding program flow in object-oriented programming. We found that the advantages of using the static visualization in the first stages of learning could become disadvantages in the advanced stages. The teacher must be aware of these pitfalls and plan the learning sequence accordingly. We think that the BlueJ learning environment that we used should be augmented with dynamic visualization so that students can coordinate the static and dynamic aspects of object-oriented programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pavlov:2005:BEA, author = "Vladimir L. Pavlov and Anton Yatsenko", title = "{``The Babel experiment''}: an advanced pantomime-based training in {OOA\&OOD} with {UML}", journal = j-SIGCSE, volume = "37", number = "1", pages = "231--235", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we present the original method of intensive hands-on training in Object-oriented Analysis and Design (OOA/OOD) with the Unified Modeling Language (UML). The method has been successfully used by the authors for three years. During the training, the students: go through the communication problems that are typical for large software development projects obtain the successful experience of applying UML to overcome these problems. The essence of the method is that a team of students is supposed to design a software system. They have several hours to complete the task. During this timeframe verbal and written communication is forbidden, and the UML is the only allowed language. This training is a kind of experiment for students --- they are to discover whether UML is ``a real language'' that is suitable and beneficial for a project team. The training was successfully delivered more than ten times in both academic and corporate environments and generated positive feedback from students and customers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2005:UTJ, author = "Michael Wick and Daniel Stevenson and Paul Wagner", title = "Using testing and {JUnit} across the curriculum", journal = j-SIGCSE, volume = "37", number = "1", pages = "236--240", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While the usage of unit-testing frameworks such as JUnit has greatly increased over the last several years, it is not immediately apparent to students and instructors how to best use tools like JUnit and how to integrate testing across a computer science curriculum. We have worked over the last four semesters to infuse testing and JUnit across our curriculum, building from having students use JUnit to having them write their own test cases to building larger integration and use case testing systems to studying JUnit as an example of good application of design patterns. We have found that, based on this increased presentation and structuring of the usage of JUnit and testing, students have an increased understanding and appreciation of the overall value of testing in software development.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lim:2005:IWS, author = "Billy B. L. Lim and Chu Jong and Pruthikrai Mahatanankoon", title = "On integrating {Web} services from the ground up into {CS1\slash CS2}", journal = j-SIGCSE, volume = "37", number = "1", pages = "241--245", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Web services technology is a burgeoning technology that has received tremendous amount of attention in the software industry in recent years under the broader umbrella of service-oriented architecture (SOA). While Web services have been incorporated in many industries in the market place in the last few years, they are only beginning to appear in the academia, primarily in upper division and graduate CS curricula. In this paper, we share our belief that the Web services technology can and should be introduced early in a CS curriculum. We describe a number of scenarios that Web services can be integrated into CS1/CS2 to make them more interesting and more importantly, make the students better prepared for upper division classes and for the industry upon graduation. These scenarios can be incorporated without compromising the core materials presently covered in many CS1/CS2 sequence.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce:2005:WSR, author = "Kim B. Bruce and Andrea Danyluk and Thomas Murtagh", title = "Why structural recursion should be taught before arrays in {CS} 1", journal = j-SIGCSE, volume = "37", number = "1", pages = "246--250", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The approach to teaching recursion in introductory programming courses has changed little during the transition from procedural to object-oriented languages. It is still common to present recursion late in the course and to focus on traditional, procedural examples such as calculating factorials or solving the Towers of Hanoi puzzle. In this paper, we propose that the shift to object-oriented programming techniques calls for a significant shift in our approach to teaching recursion. First, we argue that in the context of object-oriented programming students should be introduced to examples of simple recursive structures such as linked lists and methods that process them, before being introduced to traditional procedural examples. Second, we believe that this material should be presented before students are introduced to structures such as arrays. In our experience, the early presentation of recursive structures provides the opportunity to reinforce the fundamentals of defining and using classes and better prepares students to appreciate the reasons to use classes to encapsulate access to other data structures when they are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dougherty:2005:UAR, author = "John P. Dougherty and David G. Wonnacott", title = "Use and assessment of a rigorous approach to {CS1}", journal = j-SIGCSE, volume = "37", number = "1", pages = "251--255", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have developed and implemented a ``rigor-first'' approach to CS1 instruction, in which we introduce rigorous techniques for understanding algorithms alongside associated programming skills. This core material is developed through a number of engaging problems from more advanced courses in computer science and other natural sciences. These principles are continued in CS2, and the two courses form our ``3-2-1'' first-year sequence: three programming paradigms and two models of program execution are explored on a single platform. This article discusses the design of our CS1 course, its role in the computer science curriculum, and our experiences with it. Preliminary assessment suggests this approach has merit in our curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sweedyk:2005:CGC, author = "Elizabeth Sweedyk and Marianne deLaet and Michael C. Slattery and James Kuffner", title = "Computer games and {CS} education: why and how", journal = j-SIGCSE, volume = "37", number = "1", pages = "256--257", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer and video games have grown to be a major industry but, until recently, have largely been ignored by academia. The last couple of years, however, have seen the emergence of new academic programs, conferences, and journals dedicated to games studies. This panel discusses a variety of ways, and whys, for introducing games into computer science curricula. Panelists discuss their experiences in designing a broad range of courses including a games course for women, a software development course that uses games as projects, an introductory games programming course in Java, and an advanced graphics course that focuses on games.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huen:2005:IOO, author = "Wing Huen and Ernest Ferguson and Peter B. Henderson and Clifton Kussmaul", title = "{IT} offshore outsourcing: impact on {CS\slash IS} curriculum", journal = j-SIGCSE, volume = "37", number = "1", pages = "258--259", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cooper:2005:OBC, author = "Stephen Cooper and Lillian Cassel and Barbara Moskal and Steve Cunningham", title = "Outcomes-based computer science education", journal = j-SIGCSE, volume = "37", number = "1", pages = "260--261", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047437", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As computer science educators, we are being pushed to define (by accreditation agencies, within our institutions, etc.) our courses and programs in terms of measurable outcomes. The Computing Accreditation Commission (CAC) is responsible for reviewing and accrediting computer sciences departments across the United States. As part of this review process, computer science departments must specify and measure student learning objectives and outcomes (see criteria at http://www.abet.org/cac1.html). The same is true for institution-wide accreditation (for example, by the Middle States Commission on Higher Education). Also, faculty who are composing proposals for NSF or other funding agencies are expected to provide descriptions of objectives and outcomes and how these are to be measured.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Botev:2005:SWC, author = "Chavdar Botev and Hubert Chao and Theodore Chao and Yim Cheng and Raymond Doyle and Sergey Grankin and Jon Guarino and Saikat Guha and Pei-Chen Lee and Dan Perry and Christopher Re and Ilya Rifkin and Tingyan Yuan and Dora Abdullah and Kathy Carpenter and David Gries and Dexter Kozen and Andrew Myers and David Schwartz and Jayavel Shanmugasundaram", title = "Supporting workflow in a course management system", journal = j-SIGCSE, volume = "37", number = "1", pages = "262--266", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "CMS is a secure and scalable web-based course management system developed by the Cornell University Computer Science Department. The system was designed to simplify, streamline, and automate many aspects of the workflow associated with running a large course, such as course creation, importing students, management of student workgroups, online submission of assignments, assignment of graders, grading, handling regrade requests, and preparation of final grades. In contrast, other course management systems of which we are aware provide only specialized solutions for specific components, such as grading. CMS is increasingly widely used for course management at Cornell University. In this paper we articulate the principles we followed in designing the system and describe the features that users found most useful.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{ONeill:2005:AUW, author = "Melissa E. O'Neill", title = "Automated use of a {Wiki} for collaborative lecture notes", journal = j-SIGCSE, volume = "37", number = "1", pages = "267--271", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper gives a first look at slides2wiki, a new scheme for easily providing collaborative lecture notes. Unlike previous web-based courseware schemes, the slides2wiki approach integrates with existing techniques that computer-science course instructors already use to prepare their classes. This tool is used to create a site where students may collaborate to create their own notes, using the lecture slides as a starting point. Adopting a surprisingly low-tech approach that uses familiar tools and paradigms, slides2wiki avoids many of the stumbling blocks of previous approaches to web-based course support.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reid:2005:LDI, author = "Karen L. Reid and Gregory V. Wilson", title = "Learning by doing: introducing version control as a way to manage student assignments", journal = j-SIGCSE, volume = "37", number = "1", pages = "272--276", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Professional software developers use version control systems to coordinate their work, and to provide an unwindable history of their project's evolution. In contrast, students in most programming courses use a homegrown electronic submission program to submit their work, and email to coordinate with partners when doing team projects. In May 2003, we began using CVS, a popular open source version control system, as an assignment submission system. Students receive starter code by checking out the assignment, use the version control system to manage their work, and submit their assignment by committing it to CVS. Teaching assistants grade assignments by checking out each student's repository, and committing the marks. Our experience to date shows that this is both a simpler and a more flexible way to manage student assignments, and also an excellent way to teach them how to use a fundamental software development tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevenson:2005:SCI, author = "Daniel E. Stevenson and Michael R. Wick and Steven J. Ratering", title = "Steganography and cartography: interesting assignments that reinforce machine representation, bit manipulation, and discrete structures concepts", journal = j-SIGCSE, volume = "37", number = "1", pages = "277--281", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Today's generation of students crave assignments that are relevant to their world, both in terms of graphical interfaces and, more importantly, the application area. To be fully engaged they must find the application of importance. However, we have found that many assignments in computer science attempt to engage the students by moving further and further away from the underlying machine representations. This causes a disconnect between the applications our students write and the material we present on machine representations and architecture. We present examples of assignments based from the fields of Steganography and Cartography that we have found to be valuable in helping to reinforce the importance of machine representations with today's students. We found that the students were excited and intrigued to see how their discipline could play a vital role in the war on terrorism and how what they were learning in their CS 1 course was directly relevant to what they heard on the nightly news and experience on a daily basis via the Internet.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hunt:2005:JFE, author = "Kenny Hunt", editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", title = "A {Java} Framework for Experimentation with Steganography", journal = j-SIGCSE, volume = "37", number = "1", pages = "282--286", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047444; https://doi.org/10.1145/1047344.1047444", ISBN = "1-58113-997-7", ISBN-13 = "978-1-58113-997-6", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#Hunt05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/cryptography2000.bib; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This article describes a Java framework for experimentation with fundamental steganographic techniques. The framework is built on top of Java's image processing libraries and provides extensible handles for customization and experimentation. The framework is designed and presented with a view towards incorporation into an undergraduate computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wicentowski:2005:UIP, author = "Richard Wicentowski and Tia Newhall", title = "Using image processing projects to teach {CS1} topics", journal = j-SIGCSE, volume = "37", number = "1", pages = "287--291", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As Computer Science educators, we know that students learn more from projects that are fun and challenging, that seem ``real'' to them, and that allow them to be creative in designing their solutions. When we have students beating down our office doors wanting to show us what they've done, we know we have designed a project that truly meets its pedagogical goals. In CS1 courses, it is often difficult to come up with large, real-world programming projects that are at an appropriate level and that really excite students. This is particularly true in the first half of the course when students are learning basic programming and problem solving skills. We found that assignments based on image processing are an effective way to teach many CS1 topics. Because students enjoy working on the projects, they come away with a solid understanding of the topics reinforced by the projects. In this paper, we discuss many ways in which image processing could be used to teach CS1 topics. As an example, we present two image processing projects that we use in our CS1 course. These large, real-world programs are designed so that students can successfully master them early in their first semester of programming. Even though our CS1 course is taught using the C programming language, these projects could easily be used by a CS1 course in C, C++, or Java. We provide starting point code for Java and C versions of the projects, and provide sample assignment write-ups on our project webpage [12].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bower:2005:IVC, author = "Matt Bower and Debbie Richards", title = "The impact of virtual classroom laboratories in {CSE}", journal = j-SIGCSE, volume = "37", number = "1", pages = "292--296", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In order to gauge the pedagogical implications of conducting Computer Science practical sessions remotely, the Division of ICS at Macquarie University conducted a formal experiment using a virtual classroom environment called Macromedia Breeze Live. Research results indicated that students who completed their practical in the virtual classroom: (i) felt they performed significantly more collaboration, (ii) expressed a preference for this mode of practical session over regular laboratory sessions, (iii) felt that they learnt significantly more from their classmates and (iv) felt that they learnt significantly more from the practical supervisor than students in the standard classroom. Reasons for these results are proposed in the pedagogical context of offering Computer Science practical sessions online.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2005:CLE, author = "Leen-Kiat Soh and Ashok Samal and Suzette Person and Gwen Nugent and Jeff Lang", title = "Closed laboratories with embedded instructional research design for {CS1}", journal = j-SIGCSE, volume = "37", number = "1", pages = "297--301", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Closed laboratories are becoming an increasingly popular approach to teaching introductory computer science courses. However, as observed in [1], ``Considering the prevalence of closed labs and the fact that they have been in place in CS curricula for more than a decade, there is little published evidence assessing their effectiveness.'' In this paper we report on an integrated approach to designing and implementing laboratories with embedded instructional research design. The activities reported here are part of our department-wide effort to not only improve student learning in Computer Science and Computer Engineering, but also to improve the agility of our Computer Science and Engineering Department in adapting our curriculum to changing technologies, incorporate research, and validate the instructional strategies used. This paper presents the design and implementation of the labs and the results and analysis of student performance. Also described in this paper is how we have employed cooperative learning in our labs and how it impacts student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ludi:2005:ISE, author = "Stephanie Ludi and Swaminathan Natarajan and Thomas Reichlmayr", title = "An introductory software engineering course that facilitates active learning", journal = j-SIGCSE, volume = "37", number = "1", pages = "302--306", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "At the Rochester Institute of Technology, the undergraduate introductory software engineering course has been redesigned from a lecture-lab format to a project-centric studio format. The new format blends the lecture material with the project work. As a result, students drive their own learning experience based on scaffolding created by the course design. The challenges faced and the techniques and strategies utilized in the planning and delivery of the course will be discussed, including the utilization of online learning support infrastructure. This paper presents instructor experiences, analysis of student feedback, lessons learned and recommendations for other educators considering an active learning approach for their courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2005:TES, author = "Elise H. Turner and Roy M. Turner", title = "Teaching entering students to think like computer scientists", journal = j-SIGCSE, volume = "37", number = "1", pages = "307--311", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a new course developed at University of Maine to help students better understand the discipline of computer science and to aid us in recruiting and retaining majors. The course overview of computer science, but also, through focusing on particular topics at an advanced level, begins to teach students how computer scientists think about problems. The course has been taught in Fall 2002, 2003 and 2004. This paper describes the course and discusses our results from the first two years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rebelsky:2005:NSS, author = "Samuel A. Rebelsky", title = "The new science students in too much, too soon an abbreviated, accelerated, constructivist, collaborative, introductory experience in {CS}", journal = j-SIGCSE, volume = "37", number = "1", pages = "312--316", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Although faculty are most accustomed to teaching semester-long traditional courses, they are encountering an increasing number of situations in which they must teach ``courses'' of only a few hours that are intended to give others a ``flavor'' of the discipline. Such situations include alumni events, orientation activities for incoming or potential students, and community outreach programs. In many disciplines, faculty can rely on participants' academic or basic skills (e.g., how to dissect an argument; basic laboratory skills). In computer science, faculty must accept not only a lack of basic skill in the discipline, but also a potential gap in knowledge of what the study of computer science entails. This paper explores the design of one such introductory experience, which is held in two two-hour sections for selected incoming science students at Grinnell College. The course emphasizes hands-on discovery, algorithm design and algorithm analysis grounded in the problem of sorting. Different faculty members in the department have taught the course three times to general success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dierbach:2005:ECC, author = "Charles Dierbach and Blair Taylor and Harry Zhou and Iliana Zimand", title = "Experiences with a {CS0} course targeted for {CS1} success", journal = j-SIGCSE, volume = "37", number = "1", pages = "317--320", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we report on an approach taken addressing the issue of the preparedness of students entering CS1. Specifically, we discuss the adoption of a first-day assessment test in lieu of completed course prerequisites for determining students' preparedness, and the development of a corresponding CS0 ``fallback'' course intended to provide the appropriate background for those students lacking the necessary programming reasoning skills, as indicated by assessment test results. We report here on the adequacy of the assessment test designed, the effectiveness of the CS0 course as targeted for CS1 success, and the perceptions of students as to the impact that the CS0 course has had on their ultimate success in CS1.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gehringer:2005:UPR, author = "Edward F. Gehringer and Donald D. Chinn and Manuel A. P{\'e}rez-Qui{\~n}ones and Mark A. Ardis", title = "Using peer review in teaching computing", journal = j-SIGCSE, volume = "37", number = "1", pages = "321--322", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For generations, the academic community has relied on peer review as a way of encouraging scholarship and enhancing the knowledge base. Peer review has been widely used in the classroom since at least the 1970s, with hundreds of papers on its use in diverse academic fields appearing in the literature (for a comprehensive survey, see [1]). Its use appears to be on the upswing, given the current interest in active learning and teamwork. In computer science, peer review seems to have very broad application. It can be used to evaluate the contributions of various members to a project team; it can be used for design documents and code reviews, in writing assignments, and in capstone project courses. The experience of the panelists is illustrative of the wide range of peer-review practices. This panel will serve to introduce the audience to some of these applications. Since many computer-science instructors have experimented with peer review, we are anxious to have them share their experiences during the open discussion period.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Drysdale:2005:YRC, author = "Scot Drysdale and Judith Hromcik and David Reed and Reg Hahne", editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", title = "The Year in Review: Changes and Lessons Learned in the Design and Implementation of the {AP CS Exam} in {Java}", journal = j-SIGCSE, volume = "37", number = "1", pages = "323--324", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047355; https://doi.org/10.1145/1047344.1047355", ISBN = "1-58113-997-7", ISBN-13 = "978-1-58113-997-6", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#DrysdaleHRH05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The 2004 school year marked significant changes in the Advanced Placement (AP) Computer Science curriculum. Most visibly, Java replaced C++ as the exam-testable programming language. More fundamentally, however, the AP CS curriculum now places a greater emphasis on object-oriented design than in previous years. Students are expected to be able to implement interfaces, design and implement class hierarchies using inheritance, analyze the tradeoffs between alternative designs and their associated efficiencies, and make use of Java Collection classes where appropriate. This special session is intended to inform both high school and college teachers as to the extent of these changes and how they affected the development and grading of the 2004 AP CS exams. In addition, it will provide practical insights as to how the new curriculum can be taught in high schools, and how teachers can better prepare their students for the exams. The AP CS Development Committee's charge is not only to provide a comprehensive testing mechanism, but also to recommend a direction that high school teachers should take in preparing a foundation for more advanced student studies during college. This special session will bring together two college and two high school members of the AP CS Development Committee to share some of their insights into the AP program. AP teachers will learn valuable information to continue to support their shift to Java in the classroom and about the exam for which they are preparing their students. College teachers will learn more about the AP CS curriculum and test development process, which may aid them in similar course redesigns and in the placement of students with AP credit. Time will be provided to discuss participant's questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bhagyavati:2005:THC, author = "Bhagyavati and Stephen O. Agyei-Mensah and Rose Shumba and Iretta B. C. Kearse", title = "Teaching hands-on computer and information systems security despite limited resources", journal = j-SIGCSE, volume = "37", number = "1", pages = "325--326", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hsia:2005:TJC, author = "James I. Hsia and Elspeth Simpson and Daniel Smith and Robert Cartwright", editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", title = "Taming {Java} for the Classroom", journal = j-SIGCSE, volume = "37", number = "1", pages = "327--331", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047459; https://doi.org/10.1145/1047344.1047459", ISBN = "1-58113-997-7", ISBN-13 = "978-1-58113-997-6", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html#HsiaSSC05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/java2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; Ingenta database", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Compiler/java.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Java is the canonical language for teaching introductory programming, but its complex syntax and abundance of constructs are difficult for beginners to learn. This paper shows how object-oriented programming in Java can be made more accessible to beginners through the use of ``language levels'', a hierarchy of progressively richer subsets of Java. This hierarchy is implemented as an extension of the DrJava pedagogic programming environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ericson:2005:MIS, author = "Barbara Ericson and Mark Guzdial and Maureen Biggers", title = "A model for improving secondary {CS} education", journal = j-SIGCSE, volume = "37", number = "1", pages = "332--336", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes how the Institute for Computing Education (ICE) at Georgia Tech is trying to improve the state of computer science education in secondary schools in Georgia. ICE is a partnership between the Georgia Department of Education and the College of Computing at Georgia Tech. The goals for this partnership are to increase the number and quality of computer science teachers and increase the number, quality, and diversity of computer science students. One specific goal is to increase the number of students taking the CS-AP course. We believe that this partnership can serve as a model for other states.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McAndrew:2005:SLD, author = "Alasdair McAndrew and Anne Venables", title = "A ``secondary'' look at digital image processing", journal = j-SIGCSE, volume = "37", number = "1", pages = "337--341", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For the past few years, we have run a highly successful activity teaching some elementary digital image processing to students at years 9 and 10 of secondary school. The activity involves working with a digital camera, taking, capturing and saving images, and exploring pixel values and their relationship to image brightness and colour. We also perform some elementary processing tasks: thresholding, changing spatial resolution and quantization. Students then have a brief introduction to spatial filtering, followed by some examples: image blurring and edge detection. The activity finishes with some binary morphology. Given that digital image processing is usually offered only at the upper undergraduate or postgraduate level, we have demonstrated that it is quite possible to introduce some image processing concepts in a friendly and supportive environment to students in the middle years of their secondary schooling.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Botting:2005:TLE, author = "Richard J. Botting", title = "Teaching and learning ethics in computer science: walking the walk", journal = j-SIGCSE, volume = "37", number = "1", pages = "342--346", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The author shares techniques used in a successful ``Ethics and Professionalism'' class at California State University, San Bernardino. Ethical issues played a part in designing the class. The author describes active learning and holistic grading. Ethics demanded a novel way to post grades on the web without exposing personal data. This was evaluated by students. The author points out some improvements he has made, or will make.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Califf:2005:EIE, author = "Mary Elaine Califf and Mary Goodwin", title = "Effective incorporation of ethics into courses that focus on programming", journal = j-SIGCSE, volume = "37", number = "1", pages = "347--351", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses some of the issues involved in incorporating ethics material into programming courses. Incorporating ethics into such courses raises particular challenges because of the time-intensive nature of the courses and because of the difficulty of finding material that is both relevant to the course and comprehensible to the students. The paper presents four case studies that we have used successfully when incorporating ethics material into our own programming courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2005:DFC, author = "Alton F. Sanders", title = "A discussion format for computer ethics", journal = j-SIGCSE, volume = "37", number = "1", pages = "352--355", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper, describes a format and grading scheme for a discussion course in Computing Ethics. The teaching of ethics, particularly in a discussion format, can be somewhat problematic in a computer science department where courses tend to be technical and faculty tend to be more comfortable with material presented in a lecture and/or workshop format. Grading of discussion and papers can also be perceived as more difficult or, at least, less grounded in objective criteria. The following describes an approach that attempts to address those particular concerns. The course described was offered in the spring of 2003 when two sections were taught.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hoffman:2005:CLW, author = "Mark E. Hoffman and David R. Vance", title = "Computer literacy: what students know and from whom they learned it", journal = j-SIGCSE, volume = "37", number = "1", pages = "356--360", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Do new college students already know much of what has previously been taught in our computer literacy courses (assuming a functional definition of knowledge according to which students are proficient with personal computer and Internet applications)? We conducted a survey of incoming first-year students at Quinnipiac University to learn not only their skill level with a representative range of technology tasks, but also from whom they learned these tasks. Results provide a profile of students who report learning many technology tasks primarily on their own. We propose a taxonomy according to which native technology tasks are learned with family support, social and educational technology task categories are supported by friends and teachers, respectively, and optional technology tasks are learned with little support. Our results will help in the design of appropriate computer literacy courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guzdial:2005:DPN, author = "Mark Guzdial and Andrea Forte", title = "Design process for a non-majors computing course", journal = j-SIGCSE, volume = "37", number = "1", pages = "361--365", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is growing interest in computing courses for non-CS majors. We have recently built such a course that has met with positive response. We describe our design process, which includes involvement of stakeholders and identifying a context that facilitates learning. We present evaluation results on success rates (approximately 90\% of the students earn an A, B, or C) and impact of the course on students over time (80\% report that the class has influenced them more than a semester later).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bailey:2005:JTT, author = "Tammy Bailey and Jeffrey Forbes", title = "Just-in-time teaching for {CS0}", journal = j-SIGCSE, volume = "37", number = "1", pages = "366--370", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Just-in-Time Teaching (JiTT) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. The essence of JiTT is the feedback loop formed by the students' preparation outside the classroom that shapes their in-class experience. The goal of JiTT is to use feedback to guide teaching and to empower and motivate learners. This paper describes a successful implementation of the JiTT strategy for an introductory computer science course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2005:NA, author = "Nick Parlante and David Levine and Steven Andrianoff and Aaron J. Gordon and Alyce Brady and Pamela Cutter and Paul Kube and Jefferson Ng and Richard E. Pattis", title = "Nifty assignment", journal = j-SIGCSE, volume = "37", number = "1", pages = "371--372", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lane:2005:IBS, author = "H. Chad Lane and Kurt VanLehn", title = "Intention-based scoring: an approach to measuring success at solving the composition problem", journal = j-SIGCSE, volume = "37", number = "1", pages = "373--377", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047471", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional methods of evaluating student programs are not always appropriate for assessment of different instructional interventions. They tend to focus on the final product rather than on the process that led to it. This paper presents intention-based scoring (IBS), an approach to measuring programming ability that looks at intermediate programs produced over the course of an implementation rather than just the one at the end. The intent is to assess a student's ability to produce algorithmically correct code on the first attempt at achieving each program goal. In other words, the goal is to answer question ``How close was the student to being initially correct?'' but not to speak to a student's debugging skills or ability to ultimately produce a working program. To produce an IBS, it is necessary to inspect a student's online protocol, which is simply the collection of all programs submitted to a compiler. IBS involves a three-phase process of (1) identification of the subset of all programs in a protocol that represent the initial attempts at achieving programming goals, (2) bug identification, and (3) rubric-based scoring. We conclude with an example application of IBS in the evaluation of a tutoring system for beginning programmers and also show how an IBS can be broken down by the underlying bug categories to reveal more subtle differences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{East:2005:PGE, author = "J. Philip East and J. Ben Schafer", title = "In-person grading: an evaluative experiment", journal = j-SIGCSE, volume = "37", number = "1", pages = "378--382", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we discuss in-person or face-to-face grading: what it is, a rationale for its use, our use of it, and an experiment we conducted to evaluate its use. While no statistically significant differences in instructional outcome effects were found, several interesting affective results were seen. Additionally, a number of research methodological suggestions arose from the study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Daly:2005:PP, author = "Charlie Daly and Jane Horgan", title = "Patterns of plagiarism", journal = j-SIGCSE, volume = "37", number = "1", pages = "383--387", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We used a new technique to analyse how students plagiarise programs in an introductory programming course. This involved placing a watermark on a student's program and monitoring programs for the watermark during assignment submission. We obtained and analysed extensive and objective data on student plagiarising behaviour. In contrast to the standard plagiarism detection approaches based on pair comparison, the watermark based approach allows us to distinguish between the supplier and the recipient of the code. This gives us additional insight into student behaviour. We found that the dishonest students did not perform significantly worse than the honest students in the exams. However, when dishonest students are further classified into supplier and recipient, it emerged that the recipient students performed significantly worse than the suppliers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Verno:2005:DRS, author = "Anita Verno and Debbie Carter and Robb Cutler and Michelle Hutton and Lenny Pitt", title = "Developing resources to support a national computer science curriculum for {K}-12", journal = j-SIGCSE, volume = "37", number = "1", pages = "388--389", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047357", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session will continue efforts by the ACM and Computer Science Teachers Association (CSTA) to create a comprehensive body of resources to support the implementation of a national K-12 computer science curriculum. The ACM K-12 Computer Science Curriculum Committee, with input from the Computer Science educational community, published a Model Curriculum [1] in 2003. The Model suggests a 4-level curriculum. Level-1 topics, primarily for the K-8 years, closely follow the well-defined ISTE Standards. Level-2 topics are suggested for all students in grades 9 or 10 and are comprised of introductory computer science content. Level-3 topics focus on analysis and design with emphasis on the scientific and engineering aspects of computer science. AP Computer Science and special topics courses comprise Level-4. This special session will focus on the learning objectives and activities for Level 2 of the K-12 Computer Science Model curriculum. Attendees will be invited to provide critical feedback that will help move the curriculum project forward.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2005:OET, author = "Joe Bergin and Kim Bruce and Michael K{\"o}lling", title = "Objects-early tools: a demonstration", journal = j-SIGCSE, volume = "37", number = "1", pages = "390--391", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Various software tools have been proposed or developed for use in introductory programming courses. Usually, presentation of a new tool at the SIGCSE symposium occurs when a tool is first developed, leaving it to interested observers to identify success or failure of tools over their lifetime. For teachers, it can be difficult to compare available tools and judge potential application in their courses. In this session, three tools with an established track record of successful classroom use are presented: Karel J Robot [1], objectdraw [2], and BlueJ [2]. In addition to considering each tool individually, opportunities for combinations of these tools are also discussed. The focus of this session will be on concrete, hands-on advice that teachers can immediately apply in their classrooms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beyer:2005:CCS, author = "Sylvia Beyer and Michelle DeKeuster and Kathleen Walter and Michelle Colar and Christina Holcomb", title = "Changes in {CS} students' attitudes towards {CS} over time: an examination of gender differences", journal = j-SIGCSE, volume = "37", number = "1", pages = "392--396", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047475", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Few women major in Computer Science (CS), which creates a serious bottleneck of women qualified to enter into the CS workforce. To address this bottleneck, this study examines gender issues in CS education. We assessed whether gender differences in CS students' stereotypes of CS and attitudes towards CS classes and the CS program remain stable from one semester to the next. We found that gender differences in CS students are not temporally stable and conclude that one-time assessments of gender differences may lead to erroneous conclusions. We also found that concerns about future work-family conflicts and gender issues in the CS program (e.g., female CS students feeling that they are not being taken as seriously as male CS students) emerged as important concerns for female CS students. The implications of these findings for increasing the representation of women in CS are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frieze:2005:DIC, author = "Carol Frieze", title = "Diversifying the images of computer science: undergraduate women take on the challenge!", journal = j-SIGCSE, volume = "37", number = "1", pages = "397--400", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047476", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper tells the story of a student initiative, driven by a desire to diversify the images that surround the field of computer science and those who work in it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lopez:2005:CSG, author = "Antonio M. {Lopez, Jr.} and Lisa J. Schulte and Marguerite S. Giguette", title = "Climbing onto the shoulders of giants", journal = j-SIGCSE, volume = "37", number = "1", pages = "401--405", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The ``incredible shrinking pipeline'' problem has become the euphemism for the dilemma of declining numbers of women seeking bachelor's degrees in a computing discipline. The problem is well recognized, and many have suggested reasons for it. Unfortunately, much of what has been written is based on anecdotal evidence or inferences made from statistical results from small samples of very specific groups in the computing disciplines. There have been few multi-disciplinary approaches to analyze the problem with even fewer attempts to create a model that might explain it. This paper is the end of a beginning. Having received a National Science Foundation grant to study gender-based differences and ethnic and cultural models in the computing disciplines, the principle investigators document the work that has led to launching a nationwide study of the problem to commence in Fall 2004.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eidelman:2005:FIS, author = "Larisa Eidelman and Orit Hazzan", title = "Factors influencing the shrinking pipeline in high schools: a sector-based analysis of the {Israeli} high school system", journal = j-SIGCSE, volume = "37", number = "1", pages = "406--410", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047478", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The study described in this article continues research on gender-related issues in Computer Science education by focusing on the differences between two sectors in the Israeli high school system --- the Jewish sector (majority) and the Arab sector (minority). As it turns out, the under-representation of female high school students in CS studies is significantly more salient in the majority sector. This study explores this situation and attempts to explain it. We also explain how the findings of this research can be applied to other countries and societies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2005:PFI, author = "Susan Bergin and Ronan Reilly", title = "Programming: factors that influence success", journal = j-SIGCSE, volume = "37", number = "1", pages = "411--415", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047480", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper documents a study, carried out in the academic year 2003-2004, on fifteen factors that may influence performance on a first year object-oriented programming module. The factors included prior academic experience, prior computer experience, self-perception of programming performance and comfort level on the module and specific cognitive skills. The study found that a student's perception of their understanding of the module had the strongest correlation with programming performance, r =0.76, p {$<$0}.01. In addition, Leaving Certificate (LC) mathematics and science scores were shown to have a strong correlation with performance. A regression module, based upon a student's perception of their understanding of the module, gender, LC mathematics score and comfort level was able to account for 79\% of the variance in programming performance results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tew:2005:TII, author = "Allison Elliott Tew and Charles Fowler and Mark Guzdial", title = "Tracking an innovation in introductory {CS} education from a research university to a two-year college", journal = j-SIGCSE, volume = "37", number = "1", pages = "416--420", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047481", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Innovations in teaching and learning computer science education can easily be overly-specific to a given institution, or type of institution. For example, an innovation may require special hardware, or may make assumptions about the background of the students. This paper tracks one such innovation, a multimedia-focused introductory computing course, as it moved from a research-focused university to a public two-year college. At both institutions, the new course resulted in dramatically improved retention. Students at the two-year college were even more motivated and more positive about computing after the course than students at the research university. The results suggest ways of approaching innovation that is easily adaptable to other institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2005:WCC, author = "Lecia J. Barker and Kathy Garvin-Doxas and Eric Roberts", title = "What can computer science learn from a fine arts approach to teaching?", journal = j-SIGCSE, volume = "37", number = "1", pages = "421--425", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Two pedagogical techniques of IT programs are compared, a traditionally taught computer science (CS) major and an IT certificate program using a fine arts approach to pedagogy. The latter graduates a higher percentage of women than of males. Although the two programs are quite different in the nature of the material and what students are expected to learn, CS instructors can borrow from the certificate program in ways that could increase attraction to and retention of women in CS, especially by allowing students to hear each other articulate what they are learning; mentioning practical applications of theoretical principles; and requiring that students display their knowledge and solutions to their peers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2005:EID, author = "Tracy L. Lewis and J. D. Chase and Manuel A. P{\'e}rez-Qui{\~n}ones and Mary Beth Rosson", title = "The effects of individual differences on {CS2} course performance across universities", journal = j-SIGCSE, volume = "37", number = "1", pages = "426--430", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047483", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research is presented that examined the effects of various measures of prior computer science experience and cognitive abilities on overall performance in a CS2 course. Participants selected from the CS2 course at two southeastern state universities were used within this study, resulting in a sample size of 161 (School A, n = 76; School B, n = 85). School A is a mid-sized comprehensive university and School B is a large research-intensive university. Self-reported data were collected on measures of experience in object-oriented processing, UNIX programming, web design, computing platforms, and various CS experience. Further, cognitive abilities measures of spatial orientation, visualization, logical reasoning, and flexibility were administered. The results show that the schools significantly differed on all measures of cognitive ability and most measures of prior computer science experience. The schools also differed on the extent to which these measures were related to overall course performance. The results suggest that, for school A, the cognitive ability visualization and the prior computer science experience measure of OO processing were significantly related to course performance. However, when examining school B, no measures were found significant.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jacobsen:2005:TCC, author = "Christian L. Jacobsen and Matthew C. Jadud", title = "Towards concrete concurrency: occam-pi on the {LEGO Mindstorms}", journal = j-SIGCSE, volume = "37", number = "1", pages = "431--435", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047485", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In a world of ad-hoc networks, highly interconnected mobile devices and increasingly large supercomputer clusters, students need models of computation that help them think about dynamic and concurrent systems. Many of the tools currently available for introducing students to concurrency are difficult to use and are not intrinsically motivating. To provide an authentic, hands-on, and enjoyable introduction to concurrency, we have ported occam $ \pi $, a language whose expressive powers are especially compelling for describing communicating dynamic reactive processes, to the LEGO Mindstorms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Challinger:2005:EUR, author = "Judith Challinger", title = "Efficient use of robots in the undergraduate curriculum", journal = j-SIGCSE, volume = "37", number = "1", pages = "436--440", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047486", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe how a single Khepera II robot was used for an assignment in a senior level course on graphical user interface implementation. The assignment required each student to implement a graphical user interface for remotely controlling a Khepera II robot. From the author's point of view, the focus of the project was how to efficiently and effectively allow the 35 students enrolled in the course to have access to the robot for the purposes of testing and debugging. Furthermore, two of the students were enrolled through the distance education program and were remotely located. The intent was to see if an assignment making use of the robot would stimulate student interest, and whether it could be done with a minimal investment in hardware, lab, and instructor resources. The students were surveyed at the conclusion of the assignment in order to assess the effectiveness of the assignment. The results of this survey are presented, along with plans for future work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Harlan:2005:CEB, author = "Robert M. Harlan and Shelley McClarigan", title = "Creating emergent behaviors: two robotics labs that combine reactive behaviors", journal = j-SIGCSE, volume = "37", number = "1", pages = "441--445", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047487", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most undergraduate robotics courses introduce reactive behaviors, behaviors that are not mediated by world knowledge or a world model. What is missing from these courses, however, is the experience of combining reactive behaviors to create emergent behavior, behavior that is not anticipated by the robotocist but generated by the interaction of behaviors and the environment. We discuss two laboratory exercises that introduce reactive behaviors and combine them to produce emergent behaviors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weinberg:2005:MTR, author = "Jerry B. Weinberg and William W. White and Cem Karacal and George Engel and Ai-Ping Hu", title = "Multidisciplinary teamwork in a robotics course", journal = j-SIGCSE, volume = "37", number = "1", pages = "446--450", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Real-world systems are comprised of interdependent components creating integrated systems. These systems are developed by multidisciplinary teams. The goal of this project is the development of a comprehensive undergraduate course in robotics that encompasses various fields that are integral to robotic systems: Computer Science, Electrical and Computer Engineering, and Mechanical Engineering. A main pedagogical goal of the course is to teach group dynamics and the skills necessary for interaction with people in different disciplines in multidisciplinary teams. Descriptions of the course and the hands-on lab assignments are presented along with course assessment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2005:ROE, author = "Owen Astrachan and Kim Bruce and Elliot Koffman and Michael K{\"o}lling and Stuart Reges", title = "Resolved: objects early has failed", journal = j-SIGCSE, volume = "37", number = "1", pages = "451--452", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047359", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The participants will use a debate format with a provocative thesis to explore the pedagogical approach known as ``objects early'' or ``objects first.'' By arguing in the affirmative, Elliot Koffman and Stuart Reges will point out concerns that have been raised about the approach. By arguing in the negative, Kim Bruce and Michael K{\"o}lling will describe schools that are succeeding with the approach and ways to address significant concerns. Owen Astrachan as moderator will ensure that the debate remains civil and will provide some humorous and possibly even insightful commentary on the evidence presented by both sides.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2005:EAC, author = "Amruth N. Kumar and Rose K. Shumba and Bina Ramamurthy and Lawrence D'Antonio", title = "Emerging areas in computer science education", journal = j-SIGCSE, volume = "37", number = "1", pages = "453--454", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer Science is an evolving discipline. It continues to reinvent itself every 5-7 years. In order to keep up, Computer Science educators have had to continually modify the curriculum, either changing existing courses or introducing new ones. It is next to impossible for educators to keep abreast of all the developments in the discipline --- learning a new area can place substantial demands on their time and effort. Therefore, this panel is intended as a quick introduction to some of the emerging areas and practices in Computer Science that deserve inclusion in the undergraduate curriculum. The panelists will present four new emerging areas --- Grid Computing, Cybersecurity, Bioinformatics, and Robotics in the traditional Artificial Intelligence course. Each panelist will present a typical syllabus, list sample resources, and recount his/her experience developing the course. It is hoped that this panel will help interested faculty adopt successful practices.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Trytten:2005:DTP, author = "Deborah A. Trytten", title = "A design for team peer code review", journal = j-SIGCSE, volume = "37", number = "1", pages = "455--459", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047492", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The software industry needs our graduates to have significant and meaningful experiences with teamwork. A new design has been developed for a teamwork exercise based on peer code review. This design uses the three Ss of building assignments for cooperative learning: Same problem, Specific choices, and Simultaneous report. Students perform peer code review individually, and within and between stable small groups. The code can be sanitized student work or may be altered by the instructor to meet specific course learning objectives. The review is done in three phases. First, individuals answer yes or no to questions that evaluate the quality of the design and code. Then each group answers the same set of questions. When the groups have completed their evaluation, the class joins together to reveal and discuss the answers. This design was successfully implemented during the 2003-2004 academic year in an introductory programming class. This design is applicable to more advanced classes with significant programming assignments. Future work includes extending this structure to give students experience with other software engineering artifacts early in their academic careers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Smarkusky:2005:ETK, author = "D. Smarkusky and R. Dempsey and J. Ludka and F. de Quillettes", title = "Enhancing team knowledge: instruction vs. experience", journal = j-SIGCSE, volume = "37", number = "1", pages = "460--464", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Information technology projects are growing in complexity and require teams to solve problems and develop solutions. With current undergraduate, computer science and information systems curricula, students graduate with technical skills, but lack team project experiences. We have identified and developed team knowledge modules that are being taught to students in an effort to increase awareness of team process fundamentals and build the foundation of an effective team player. In this paper we present the challenges that we face with team projects and then discuss team knowledge modules that are being taught to incoming freshmen to engage students in a curriculum that requires team projects in each course. We conclude with our assessment results and show comparisons of student team knowledge by instruction and experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McKinney:2005:AAT, author = "Dawn McKinney and Leo F. Denton", title = "Affective assessment of team skills in agile {CS1} labs: the good, the bad, and the ugly", journal = j-SIGCSE, volume = "37", number = "1", pages = "465--469", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Team experiences can be important learning experiences, and industry highly values team skills in graduates. Low retention rates might also be improved with early team experiences because team experiences have been linked to increases in the sense of belonging, a key retention factor. Team experiences in upper-level courses could also benefit from earlier team experiences. The purpose of this paper is to describe and evaluate an early use of teams in the second semester of our CS1 sequence. The instructional methodology drew heavily upon the professional practices of an agile software development model, Extreme Programming. These professional practices fostered the development of team skills during a semester-long project in a closed lab. The evaluation of our experience revealed aspects of the good, the bad, and the ugly. Areas for improvement and future work are also explained.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beck:2005:CLT, author = "Leland L. Beck and Alexander W. Chizhik and Amy C. McElroy", title = "Cooperative learning techniques in {CS1}: design and experimental evaluation", journal = j-SIGCSE, volume = "37", number = "1", pages = "470--474", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A set of cooperative learning exercises were designed for use in a Java-based CS1 course. The exercises used specific roles to focus students' attention on key concepts of the Java language, and on key mental processes of programming and problem solving. A controlled experiment was conducted to evaluate the effectiveness of this approach. The results show that the cooperative learning experience had a significant positive effect on student performance, and may have been of special benefit to women and minority students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fincher:2005:SSP, author = "Sally Fincher", title = "{SIGCSE} special projects showcase", journal = j-SIGCSE, volume = "37", number = "1", pages = "475--476", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session showcases the projects that have received support from a SIGCSE Special Project Award in the previous year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nguyen:2005:DPP, author = "Dung (`Zung') Nguyen and Mathias Ricken and Stephen Wong", title = "Design patterns for parsing", journal = j-SIGCSE, volume = "37", number = "1", pages = "477--481", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047497", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We provide a systematic transformation of an LL(1) grammar to an object model that consists of an object structure representing the non-terminal symbols and their corresponding grammar production rules, a union of classes representing the terminal symbols (tokens). We present a variant form of the visitor pattern and apply it to the above union of token classes to model a predictive recursive descent parser on the given grammar. Parsing a non-terminal is represented by a visitor to the tokens. For non-terminals that have more than one production rule, the corresponding visitors are chained together according to the chain of responsibility pattern in order to be processed correctly by a valid token. The abstract factory pattern, where each concrete factory corresponds to a non-terminal symbol, is used to manufacture appropriate parsing visitors. Our object-oriented formulation for predictive recursive descent parsing eliminates the traditional construction of the predictive parsing table and yields a parser that is declarative and has minimal conditionals. It not only serves to teach standard techniques in parsing but also as a non-trivial exercise of object modeling for objects-first introductory courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dewan:2005:TIO, author = "Prasun Dewan", title = "Teaching inter-object design patterns to freshmen", journal = j-SIGCSE, volume = "37", number = "1", pages = "482--486", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The benefits of object-oriented programming apply only to programs consisting of multiple objects. Inter-object design patterns make it, in theory, possible for beginning programmers to create well-understood forms of such programs. However, their descriptions have been targeted at experienced programmers with knowledge, for instance, of the implementation of compilers. We show that it is possible to explain and motivate several of these patterns including the iterator, model-view-controller, model-interactor, observer, fa{\c{c}}ade, composite, and factory patterns by showing them working ``in the small'' in simple examples. We have effectively used this approach to teach an undergraduate class including several college freshmen and one high-school junior, who were able to exercise the patterns ``in the medium.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2005:TDP, author = "Michael R. Wick", title = "Teaching design patterns in {CS1}: a closed laboratory sequence based on the game of life", journal = j-SIGCSE, volume = "37", number = "1", pages = "487--491", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047499", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Design patterns are an important element of today's undergraduate curricula. However, their inherent complexities often make them difficult for entry-level students to even partially grasp. In this paper, we describe the latest in our continuing efforts to build educational materials appropriate for infusing design patterns in entry-level computer science courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weiss:2005:TDP, author = "Stephen Weiss", title = "Teaching design patterns by stealth", journal = j-SIGCSE, volume = "37", number = "1", pages = "492--494", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Learning design patterns is tough, even for seasoned programmers who have seen lots of programs and hence have a sense for constructs that tend to recur. Teaching design patterns to new programmers is even tougher. As Asher Sterkin states, ``Teaching design patterns in isolation is similar to studying a foreign language with only a dictionary.'' [4]. It is far better to try to teach design patterns using killer examples to help motivate and illustrate each pattern. I propose here something a little more radical: to teach by stealth. With a small number of principles of good program design, and using a running case study that grows in complexity through the semester, we can, through class discussions and exercises, ``invent'' programming solutions that turn out to be some of the important design patterns. The official names and definitions of the pattern [2, 3] are revealed only after the fact, if at all.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Traynor:2005:SAA, author = "Des Traynor and J. Paul Gibson", title = "Synthesis and analysis of automatic assessment methods in {CS1}: generating intelligent {MCQs}", journal = j-SIGCSE, volume = "37", number = "1", pages = "495--499", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047502", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the use of random code generation and mutation as a method for synthesising multiple choice questions which can be used in automated assessment. Whilst using multiple choice questions has proved to be a feasible method of testing if students have suitable knowledge or comprehension of a programming concept, creating suitable multiple choice questions that accurately test the students' knowledge is time intensive. This paper proposes two methods of generating code which can then be used to closely examine the comprehension ability of students. The first method takes as input a suite of template programs, and performs slight mutations on each program and ask students to comprehend the new program. The second method performs traversals on a syntax tree of possible programs, yielding slightly erratic but compilable code, again with behaviour that students can be questioned about. As well as generating code these methods also yield alternative distracting answers to challenge the students. Finally, this paper discusses the gradual introduction of these automatically generated questions as an assessment method and discusses the relative merits of each technique.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boetticher:2005:UPA, author = "Gary D. Boetticher and Wei Ding and Charles Moen and Kwok-Bun Yue", title = "Using a pre-assessment exam to construct an effective concept-based genetic program for predicting course success", journal = j-SIGCSE, volume = "37", number = "1", pages = "500--504", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047503", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is a limit on the amount of time a faculty member may devote to each student. As a consequence, a faculty member must quickly determine which student needs more attention than others throughout a semester. One of the most demanding courses in the CS curriculum is a data structures course. This course has a tendency for high drop rates at our university. A pre-assessment exam is developed for the data structures class in order to provide feedback to both faculty and students. This exam helps students determine how well prepared they are for the course. In order to determine a student's chance of success in this course, a Genetic Program-based experiment is constructed based upon the pre-assessment exam. The result is a model that produces an average accuracy of 79 percent.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2005:DIA, author = "Leen-Kiat Soh and Ashok Samal and Suzette Person and Gwen Nugent and Jeff Lang", title = "Designing, implementing, and analyzing a placement test for introductory {CS} courses", journal = j-SIGCSE, volume = "37", number = "1", pages = "505--509", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047504", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programs in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and post-test framework for assessing student learning. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2005:MII, author = "Laurie Murphy and Ren{\'e}e McCauley and Suzanne Westbrook and Timothy Fossum and Susan Haller and Briana B. Morrison and Brad Richards and Kate Sanders and Carol Zander and Ruth E. Anderson", title = "A multi-institutional investigation of computer science seniors' knowledge of programming concepts", journal = j-SIGCSE, volume = "37", number = "1", pages = "510--514", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047505", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research on learning suggests the importance of helping students organize their knowledge around meaningful patterns of information. This paper reports on a multi-institutional study to investigate how senior computer science majors articulate and organize their knowledge of programming concepts using a card-sorting technique adopted from knowledge acquisition. We show that card-sorts are an effective means of eliciting students' knowledge structures and suggest they can also be used to help students organize their knowledge throughout the curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2005:ATS, author = "Steven Robbins", title = "An address translation simulator", journal = j-SIGCSE, volume = "37", number = "1", pages = "515--519", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047507", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Virtual memory is a major topic in undergraduate operating systems courses. One aspect of virtual memory, address translation, is often covered in an abstract way. When examples are given, only a piece of the translation is done, using a small translation lookaside buffer or a small single-level page table. Since most students learn best by doing rather than watching, the topic is best understood by having students do realistic address translations. This is problematic since it involves lookup from several large tables of data which are difficult to fit on a piece of paper. The address translation simulator described here solves this problem by presenting the student with complete page tables in a way that allows simple navigation of these tables. The simulator can be used for both teaching and student evaluation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nieh:2005:ETO, author = "Jason Nieh and Chris Vaill", title = "Experiences teaching operating systems using virtual platforms and {Linux}", journal = j-SIGCSE, volume = "37", number = "1", pages = "520--524", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047508", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Operating system courses teach students much more when they provide hands-on kernel-level project experience with a real operating system. However, enabling a large class of students to do kernel development can be difficult. To address this problem, we created a virtual kernel development environment in which operating systems can be developed, debugged, and rebooted in a shared computer facility without affecting other users. Using virtual machines and remote display technology, our virtual kernel development laboratory enables even distance learning students at remote locations to participate in kernel development projects with on-campus students. We have successfully deployed and used our virtual kernel development environment together with the open-source Linux kernel to provide kernel-level project experiences for over nine hundred students in the introductory operating system course at Columbia University.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2005:CMC, author = "Joel C. Adams and W. David Laverell", title = "Configuring a multi-course lab for system-level projects", journal = j-SIGCSE, volume = "37", number = "1", pages = "525--529", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047509", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Having students modify an actual operating system kernel or network protocol stack opens their eyes to what is going on ``beneath the hood'' of a computer. However student modifications to a system may result in an unstable computer. Because of this, giving students such experience has in the past required a lab and/or computers dedicated to the students in the system-level course, and computer science departments without such dedicated facilities have been unable to provide their students with system-level experience. In this paper, we present two ways of giving students system-level experience in a non-dedicated lab; one using commercial software (VMware), and another using open-source freeware (User Mode Linux Kernel).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCormick:2005:WBW, author = "John W. McCormick", title = "We've been working on the railroad: a laboratory for real-time embedded systems", journal = j-SIGCSE, volume = "37", number = "1", pages = "530--534", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047510", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a laboratory used to support a junior level course in real-time embedded software development. Thirteen years of data comparing programming languages for a real-time systems course are presented. Funding provided by the Maytag Corporation and Rockwell-Collins makes it possible to provide other schools with low cost electronics necessary to duplicate this laboratory with a minimum of effort.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewandowski:2005:FCI, author = "Gary Lewandowski and Elizabeth Johnson and Michael Goldweber", title = "Fostering a creative interest in computer science", journal = j-SIGCSE, volume = "37", number = "1", pages = "535--539", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047512", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe activities undertaken at our university to revise our computer science program to develop an environment and curriculum which encourages creative, hands-on learning by our students. Our main changes were the development of laboratory space, increased hands-on problem solving activities in the introductory course, open-ended programming projects in the early courses including a requirement of an open-ended project extension for an A grade, and the integration of a seminar into the senior project requirement. Our results suggest that these changes have improved student skill and willingness to deal with new problems and technologies. An additional surprising side-effect appears to be a dramatic increase in retention over the first two years, despite lower overall grade averages in those courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fenwick:2005:ICS, author = "James B. {Fenwick, Jr.} and Barry L. Kurtz", title = "Intra-curriculum software engineering education", journal = j-SIGCSE, volume = "37", number = "1", pages = "540--544", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047513", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have been funded by the National Science Foundation to investigate the feasibility of distributing large software engineering projects across the academic curriculum (DUE 0127439). This paper reports on the pedagogical aspects of the intra-curriculum methodology we have developed including motivation, goals, instructor responsibilities, and variations of the approach. The paper also reports on three applications of the methodology including lessons learned.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Coleman:2005:GDP, author = "Ron Coleman and Mary Krembs and Alan Labouseur and Jim Weir", title = "Game design \& programming concentration within the computer science curriculum", journal = j-SIGCSE, volume = "37", number = "1", pages = "545--550", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047514", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes initiatives at Marist College to develop a Game Concentration in the undergraduate Computer Science curriculum. These initiatives contemplate recommendations for existing courses as well as adoption of new courses. We also consider activities of the Association of Computing Machinery (ACM) in this area and opportunities for students beyond the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kay:2005:IFC, author = "David G. Kay and Andr{\'e} van der Hoek and Debra J. Richardson", title = "Informatics: a focus on computer science in context", journal = j-SIGCSE, volume = "37", number = "1", pages = "551--555", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047515", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Because the field of computer science has broadened so much in recent years, traditional degree programs are becoming crowded with new courses, each introducing its own ``essential'' topic. However, with more and more such courses, it is no longer possible to cover every topic in a single, coherent, four-year program. Many alternative approaches are available to address this situation. At UC Irvine, we have chosen a solution in which we offer four coordinated degree programs: a B.S. in Computer Science \& Engineering, a conventional B.S. in Computer Science, a new B.S. in Informatics, and a broad overview B.S. in Information and Computer Science. Of these, the B.S. in Informatics is the most innovative, focusing on software and information design. Context plays a particularly strong role in our B.S. in Informatics: Placing software development in context is critical to the delivery of successful solutions, and we educate our students accordingly. We present our definition of informatics, detail our curriculum, describe its pedagogical characteristics and objectives, and conclude with some critical observations regarding informatics and its place in computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2005:RPE, author = "David Ginat and Richard Anderson and Daniel D. Garcia and Richard Rasala", title = "Randomness and probability in the early {CS} courses", journal = j-SIGCSE, volume = "37", number = "1", pages = "556--557", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047361", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Randomness and probability are essential notions in CS studies. They are invoked and employed in diverse courses at different levels. Although a structured course on these notions does not usually appear early in the curriculum, students and educators may benefit from their encapsulation already in CS0 and CS1. The special session will involve motivation, demonstration, and discussion with the audience of the assets of such an encapsulation. Attending CS educators will enrich their teaching perspectives, pedagogical tools, and assignment repertoires.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beidler:2005:MFD, author = "Jack Beidler and Hilary Holz and Ken Yasuhara and Evans J. Adams", title = "The many facets of diversity", journal = j-SIGCSE, volume = "37", number = "1", pages = "558--559", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047517", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The panelists approach diversity from different points of view and experiences to produce a positive and productive foundation for an open discussion on the many facets of diversity, it potential, and positive impact on our profession.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zweben:2005:CAN, author = "Stu Zweben and Han Reichgelt and Gayle Yaverbaum", title = "Computing accreditation: a new criteria structure and new flexibility", journal = j-SIGCSE, volume = "37", number = "1", pages = "560--561", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047345", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Computing Accreditation Commission (CAC) of ABET has proposed changes in the structure of the criteria used to accredit computer science and information systems programs. The new structure combines, into so-called ``general criteria,'' components of criteria that apply to any computing program accredited by CAC. Individual program areas will supply criteria that only apply to that specific program area, to supplement the general criteria. The new criteria format allows CAC to accredit additional program areas, such as information technology. In fact, program criteria for information technology also have been proposed. This session will discuss the new criteria structure, including the proposed general and program criteria, changes to existing criteria, and the timetable for implementation of the new structure.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klawe:2005:INW, author = "Maria Klawe", title = "Increasing the number of women majoring in computer science: what works?", journal = j-SIGCSE, volume = "37", number = "1", pages = "562--562", month = mar, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1047124.1047346", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:13 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This talk examines approaches taken at a variety of universities and colleges to increase the number of women majoring in computer science. We also discuss the new National Center for Women in Information Technology and its role as a repository for best practices.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ralston:2005:DWN, author = "Anthony Ralston", title = "Do we need {ANY} mathematics in computer science curricula?", journal = j-SIGCSE, volume = "37", number = "2", pages = "6--9", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ralston05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Do we need math in CS? Silly question, isn't it? Just look at all the computer science curricula ever proposed, most recently CC2001, the ACM-IEEE/CS effort [1]. Mathematics plays a significant role in all of them. So why even pose the question? Well, bear with me.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2005:PSW, author = "C. Dianne Martin", title = "Preparing the {STEM} workforce of the 21$^s t$ century: report on a report", journal = j-SIGCSE, volume = "37", number = "2", pages = "10--11", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Martin05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Just hot off the press is the final report of an NSF-funded workshop entitled, ``Preparing the STEM Workforce of the 21$^{st}$ Century: Broadening Participation through a Comprehensive, Integrated System.'' This report summarizes discussions and recommendations resulting from a workshop convened last year at the National Science Foundation to examine issues surrounding the development of a diverse and well-prepared science and engineering workforce for the 21$^{st}$ century. STEM is the acronym for the major disciplines funded by NSF: Science (including the social sciences), Technology, Engineering, and Mathematics. The report is a worthwhile read for all CS educators concerned about increasing the diversity of the CS student population.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2005:RS, author = "Michael R. Williams", title = "Reflections on standards", journal = j-SIGCSE, volume = "37", number = "2", pages = "11--12", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083437", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Williams05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Today we use our computers, add extra peripherals and install software without much thought as to whether they will work as advertised. When we are using a windows-style interface, even with an unfamiliar bit of software, we naturally expect to find the ``save'' command as part of the drop-down ``file'' menu and some form of help will always be available as the right-most menu item. A few years ago I was in China to give a conference presentation and had to help a fellow presenter set up a computer for his PowerPoint talk the next day. Our hosts had kindly provided us with a computer, but all the menus were in Chinese. It was only the fact that we knew where to look in the drop-down menus for the standard facilities that enabled us to (with only a slight problem) get his presentation ready for the next session.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2005:CLC, author = "Tony Clear", title = "Comprehending large code bases --- the skills required for working in a ``brown fields'' environment", journal = j-SIGCSE, volume = "37", number = "2", pages = "12--14", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Clear05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "In the search for answers to the effective teaching of programming at the beginner level, we are now seeing broader programs of research investigate the distinctions between reading, comprehending and writing small programs [1], [2]. In New Zealand we have joined this work with the ``Bracelet'' project, in which multiple institutions will investigate how students comprehend small computer programs. We hope this may help answer critical teaching and assessment questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2005:GC, author = "Raymond Lister", title = "Grand challenges", journal = j-SIGCSE, volume = "37", number = "2", pages = "14--15", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Lister05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "A recent paper in the (British) Computer Journal [1] described the ``Grand Challenges'' for Computing Education [1]. With student numbers falling worldwide, this certainly is a challenging period for our discipline. The paper is timely and worthwhile reading. It discusses several problems facing the discipline, but in a positive way, by attempting to identify the solutions to those problems. This column will concentrate on some of the problems/solutions from that paper that might be answered via education research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2005:MCT, author = "Henry MacKay Walker", title = "Mathematics and {CS} topics in the {CS} classroom", journal = j-SIGCSE, volume = "37", number = "2", pages = "15--17", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Walker05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Tony Ralston and Peter Henderson have written columns for this issue discussing mathematics for computer science. This column considers possible implications for the classroom. While the ideas in this column are not particularly new, perhaps they will stimulate discussion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2005:ADT, author = "Robert D. Campbell", title = "Associate-degree transfer curriculum in software engineering", journal = j-SIGCSE, volume = "37", number = "2", pages = "17--18", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Campbell05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "In 2004, curricular guidelines for undergraduate programs in Software Engineering were published under the title Software Engineering 2004: Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering. That report, together with accompanying materials, can be found at http://www.computer.org/education/. That work was the result of a joint task force of the IEEE-CS and the ACM; this task force included Beth Hawthorne, a member of the ACM Two-Year College Education Committee.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2005:HSC, author = "Jeffrey L. Popyack", title = "Honor societies, college and service", journal = j-SIGCSE, volume = "37", number = "2", pages = "18--20", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Popyack05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Greetings! A session I attended at the 2005 annual meeting of the Association of College Honor Societies (ACHS) [1] came at a critical juncture. It has stimulated some serious thought on my part about service learning, the role of service in the college curriculum, and what it might mean for computer science educators in particular.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2005:MC, author = "Peter B. Henderson", title = "Mathematics in the curricula", journal = j-SIGCSE, volume = "37", number = "2", pages = "20--22", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Henderson05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Please take a few minutes to read Tony Ralston's excellent editorial ``Do We Need ANY Mathematics in Computer Science Curricula?'' in this issue of inroads. His editorial, in conjunction with another excellent document ``Computing Curricula 2004 Overview Report'' [1], are very timely. Tony talks about the historical perspective of mathematics in CS/SE education and direction in which we might head. The CC2004 Overview Report presents the current state of curricula for computing disciplines. Both complement and reinforce each other in several ways.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2005:TE, author = "David Ginat", title = "Tuple enumeration", journal = j-SIGCSE, volume = "37", number = "2", pages = "22--23", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ginat05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The editorial of this inroads issue elaborates on the need of mathematics in the CS curricula. Tony Ralston refers to both the general notion of math in CS and the particular courses of calculus and discrete mathematics. This column adds a related facet.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2005:WCS, author = "Nick Parlante", title = "What is computer science?", journal = j-SIGCSE, volume = "37", number = "2", pages = "24--25", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Parlante05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "I've been thinking about the meaning of the January ``What is CS'' thread on the SIGCSE email list. Like many of you, I got behind reading it, and in the back of my mind, I was afraid as I caught up that it might degenerate into that special hell demonstrated on so many newsgroup and Slashdot threads --- a ``discussion'' gradually dominated by the most polar, loud, and least self-disciplined contributors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2005:MOC, author = "John Impagliazzo", title = "Meet our columnists for this issue", journal = j-SIGCSE, volume = "37", number = "2", pages = "26--26", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Impagliazzo05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McConnell:2005:ACLa, author = "Jeffrey J. McConnell", title = "Active and cooperative learning: tips and tricks (part {I})", journal = j-SIGCSE, volume = "37", number = "2", pages = "27--30", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#McConnell05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Information about the value of active and cooperative learning for students does not typically provide hints for making it work in the classroom. This and subsequent articles in this series will discuss tips and tricks that help to make classroom activities successful. This first article gives a brief background on active and cooperative learning. The background for dramas or kinesthetic learning activities that get students to physically act out a concept or algorithm are also discussed along with some example activities of this type.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Samaka:2005:UFP, author = "M. Samaka", title = "Using a faculty portfolio in the distinction of teaching", journal = j-SIGCSE, volume = "37", number = "2", pages = "31--35", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Samaka05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "In this paper a faculty portfolio in the computer science discipline is being designed and used in teaching summative evaluation. As an example model, the paper presents an academic portfolio that intends to contain the author's major achievements in teaching at a university level. The portfolio was submitted for the faculty distinction award in teaching at UAE University in United Arab Emirates. The structure of the portfolio was carefully designed according to a suggested evaluation criteria model concluded throughout an investigation study conducted by the author of this paper. The structure also meets the summative rating process for the faculty distinction award in teaching at UAE University.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hu:2005:AIS, author = "Chenglie Hu", title = "{$2$D} array implementation of sorted lists", journal = j-SIGCSE, volume = "37", number = "2", pages = "36--40", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hu05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The ideas and key algorithms of a sorted list data structure based on a 2-dimensional ($2$D) array container are presented. It is shown that with an appropriately chosen number of rows, the efficiency of insertion and deletion is much improved compared to traditional approaches of using $1$D arrays or linked structures. Yet, the binary search capability is retained. While such a data structure may deserve further exploration for its practical merit, its real value may well be in data structure classes, where the implementations and related issues provide sources for challenging projects. In addition, the implementation also provides a good example in understanding $2$D arrays implemented as array of arrays in an object-oriented language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Warms:2005:PNM, author = "Tom M. Warms", title = "The power of notation: modeling pointer operations", journal = j-SIGCSE, volume = "37", number = "2", pages = "41--45", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Warms05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "A system of notations for tracing programs devised by the author is shown to be of use in modeling operations on pointers. Typical examples using linked lists are provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2005:LPS, author = "Timothy J. Rolfe", title = "List processing: sort again, naturally", journal = j-SIGCSE, volume = "37", number = "2", pages = "46--48", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Rolfe05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This paper discusses a possible student project for use within the Data Structures and Algorithms treatment of linked lists. Students can explicitly compare the recursive list-oriented MergeSort algorithm with iterative list-oriented MergeSort algorithms (with $ O(n) $ space overhead) including the ``Natural MergeSort.'' The author's experimental results are shown for implementations in C and in Java.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Savidis:2005:ITI, author = "Anthony Savidis", title = "Introductory teaching of imperative programming through an anthropomorphic computation model", journal = j-SIGCSE, volume = "37", number = "2", pages = "49--53", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Savidis05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The introduction to imperative programming for computer science students that possess little or no programming knowledge, involves many teaching challenges to effectively deliver concepts such as algorithm, computation, program variable and program instruction. In this process, students are required to record and assimilate many new concepts and to manipulate symbols and rules having no evident real-world analogy. In this context, we have designed a programming language called Flip (i.e., {\em F}ront-end {\em l}anguage for {\em i}ntroduction to {\em p}rogramming) having a runtime model that reflects a real-world computation metaphor we call the ``computational servant''. All Flip instructions and definitions are documented as well-defined ``bureaucratic-style'' activities performed by the servant, involving typical office objects like pencil, notebook, eraser, clips, rolling paper and post-it labels. The key metaphoric characteristic of the Flip language is that it ``uses'' a traditional notebook with numbered pages and rows to store program content (including variables), while programs written in the Flip language can be directly compiled and run using a standard C++ compiler (as far as the Flip header file is included).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2005:TGC, author = "Torben Lorenzen and Joseph Michaud", title = "Teach {$2$D} graphics concepts with an {OpenGL} graphing program", journal = j-SIGCSE, volume = "37", number = "2", pages = "54--55", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#LorenzenM05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The authors present an OpenGL program that draws a sheet of interactive graph paper on the computer screen. Examples are given illustrating how the program is used to teach $2$D concepts in the beginning of a graphics course. The students in this course also code the program over a five week period. The student assignments and the graphing program are available via internet download.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shaffer:2005:LOP, author = "Steven C. Shaffer", title = "{Ludwig}: an online programming tutoring and assessment system", journal = j-SIGCSE, volume = "37", number = "2", pages = "56--60", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Shaffer05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "An online programming tutoring and assessment system is described, and the results of a preliminary study are presented. Ten students in an introductory C++ programming course used the system; both qualitative and quantitative data were collected and suggest that a future large-scale implementation will yield beneficial results", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Manolopoulos:2005:NRC, author = "Yannis Manolopoulos", title = "On the number of recursive calls of recursive functions", journal = j-SIGCSE, volume = "37", number = "2", pages = "61--64", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Manolopoulos05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The advantages and disadvantages of recursion are early introduced to students. Simplicity in coding but time and space inefficiency during execution are the main characteristics. In many occasions, recursive formulae lead to recursive functions/procedures that are highly inefficient as calls with the same parameters are executed several times. Here, we elaborate on a previous report [2], where a generalized analysis is carried out to derive the number of recursive calls of a recursive formula, the calculation of the Fibonacci numbers in particular. Here we re-examine the problem using a different and simpler approach, which generalizes as well.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wiseman:2005:AND, author = "Yair Wiseman", title = "Advanced non-distributed operating systems course", journal = j-SIGCSE, volume = "37", number = "2", pages = "65--69", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083466", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Wiseman05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The use of Non-Distributed Operating Systems is very common and old. Many researchers feel that this field of research is outmoded, and therefore put their efforts into Distributed Operating Systems. Advanced Operating Systems courses generally include an overview of the topical issues of research in the Operating System field. Many instructors prefer using Distributed Operating Systems subjects in order to give their students the contemporary research atmosphere. This encourages graduate students to research Distributed Operating Systems topics. We suggest that Non-Distributed Operating Systems is still an important field worthy of being expanded in graduate courses. An example for such a course is given. This course has been successfully taught in Bar-Ilan University during 2004.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tegos:2005:LTM, author = "Georgios K. Tegos and Diana V. Stoyanova and Kolyo Z. Onkov", title = "{E}-learning of trend modeling in a {Web}-environment", journal = j-SIGCSE, volume = "37", number = "2", pages = "70--74", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#TegosSO05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "A general scheme of the e-learning system for trend modeling is presented. Random Number Generator determines the length of time series extracted from the HTML-presented Fishery Time Series (FTS) database. The developed Web-environment combines computing and training components. The computing part covers the access to the database and the statistical computation procedures. The training part provides help and advice by the conducted dialogue between the student and the computer. Network resources are effectively shared to ensure fast communication between the server and the client computers. Programming techniques have been developed for the management of the training process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2005:PDW, author = "Orit Hazzan", title = "Professional development workshop for female software engineers", journal = j-SIGCSE, volume = "37", number = "2", pages = "75--79", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hazzan05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This article presents a perspective on the professional development of software engineers, with a focus on women in the field. Specifically, a professional development workshop for female software engineers is presented. The article starts by explaining the need for such a workshop. Then, the workshop purpose and objectives, workshop structure, workshop activities and a possible workshop format are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2005:CSD, author = "Tracy L. Lewis and Wanda J. Smith", title = "The computer science debate: it's a matter of perspective", journal = j-SIGCSE, volume = "37", number = "2", pages = "80--84", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#LewisS05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This paper examines some of the ongoing identity challenges for the computer science community: definition, purpose, pedagogy, and curriculum drivers. This research contends that there are three primary social theories driving one's perspective of computer science: resource based theory, resource dependency theory, and social exchange theory. A conceptual framework is presented that examines the likely definition, purpose, pedagogy, and curriculum drivers for each perspective. The framework was evaluated in a qualitative study using the e-mails threads from a discussion on the SIGCSE listserv. The results of this study and the implications of future of computer science are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Olivieri:2005:HSE, author = "Lisa M. Olivieri", title = "High school environments and girls' interest in computer science", journal = j-SIGCSE, volume = "37", number = "2", pages = "85--88", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Olivieri05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This paper presents a brief literature review of the involvement of women in computer science, of high school computer science curricula, and of an increasing interest in single-sex education. A study was conducted to determine if the high school environment is a factor in encouraging girls' interest in and attitude toward computers. A description of the study and its results are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moritz:2005:DFC, author = "Sally H. Moritz and Glenn D. Blank", title = "A design-first curriculum for teaching {Java} in a {CS1} course", journal = j-SIGCSE, volume = "37", number = "2", pages = "89--93", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083471", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#MoritzB05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Pedagogies for teaching object-oriented programming in an introductory course are still under much debate. We present a design-first approach, which teaches problem-solving techniques using elements of UML. Objects are still introduced early in the curriculum. We also present two tools to support our curriculum: multimedia courseware to help students learn the basic concepts of objects and classes, and an IDE that includes both a UML interface and interactive tools to allow easy experimentation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{James:2005:ESP, author = "Richard H. James", title = "External sponsored projects: lessons learned", journal = j-SIGCSE, volume = "37", number = "2", pages = "94--98", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#James05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Although student experience with large-scale software development projects contributes significantly to their education, the burden of managing projects for external sponsors can be equally significant for the faculty. While sponsored projects provide more real-world experiences, can the additional demands on the faculty be too much? This paper explores the lessons we have learned over six years of faculty experience with sponsored projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Howles:2005:CAF, author = "Trudy Howles", title = "Community and accountability in a first year programming sequence", journal = j-SIGCSE, volume = "37", number = "2", pages = "99--102", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Howles05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The paper documents the partial results of a multi-year study of first-year students enrolled in an introductory programming sequence. Key components of this project focus on transitioning the course from a lecture to a studio environment, the formation of a student cohort based on skill level and initiatives to encourage a higher level of student accountability and success. This paper focuses on the experiences in implementing the cohort, establishing a course support system for students and modifying the attendance policy. Also discussed are initiatives to improve accountability and build student confidence through collaborative learning and a sense of community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beaubouef:2005:WHA, author = "Theresa Beaubouef and John Mason", title = "Why the high attrition rate for computer science students: some thoughts and observations", journal = j-SIGCSE, volume = "37", number = "2", pages = "103--106", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#BeaubouefM05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This paper investigates the possible causes for high attrition rates for Computer Science students. It is a serious problem in universities that must be addressed if the need for technologically competent professionals is to be met.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shumba:2005:URR, author = "Rose Shumba", title = "{Usability of Rational Rose} and {Visio} in a software engineering course", journal = j-SIGCSE, volume = "37", number = "2", pages = "107--110", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083475", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Shumba05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Rational Rose (Rose) and Microsoft Visio (Visio) are the two commonly used UML modeling tools in software engineering courses. In the fall of 2002, a project to evaluate the usability of Rose and Visio for UML modeling in an undergraduate software engineering class was started. Through a questionnaire survey, student experiences of using Rose and Visio for UML modeling were collected and analyzed. This paper outlines our findings from the research project, tool features, diagram creation, available documentation, multi-tasking ability and produced output.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce:2005:CHT, author = "Kim B. Bruce", title = "Controversy on how to teach {CS} 1: a discussion on the {SIGCSE}-members mailing list", journal = j-SIGCSE, volume = "37", number = "2", pages = "111--117", month = jun, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1083431.1083477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:18 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Bruce05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "A discussion took place on the SIGCSE mailing list in late March of 2004 that raised important issues on how to teach introductory courses using Java. This article attempts to summarize several of the important points raised during this discussion, among them whether or how objects should be taught early or late in a CS 1 course, or indeed, whether object-oriented languages should be postponed until a second course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weizenbaum:2005:IIS, author = "Joseph Weizenbaum", title = "Information in the information society", journal = j-SIGCSE, volume = "37", number = "3", pages = "1--1", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The title of this talk is deliberately misleading: I really want to talk about misinformation.. Most citizens in what we laughingly call an ``information society'' derive most of what they know about their world from the mass media, for example from television, newspapers, more recently and increasingly from the World Wide Web and other such sources. But while it is true that the content of the mass media as a whole is from 90 to 95\% trash, it is a mistake to blame the media establishment alone for the peoples' miserable state of world knowledge. Where, after all, is information created, where does it come from? The media delivers not ``news'', not ``information'', it delivers messages (signals) that, in order to produce information, must first be converted by the work of interpretation. That labor can be done only by (in the present context) the human mind. Information = interpretation (signals).Information theory teaches that messages have no information content, their interpretation does. And, what is most important, an interpretation of a message is a function of the state (or, in other words, the expectations) of the receiver! It follows that understanding a message, say the ``news'' delivered on television, involves the existing state of knowledge of the viewer, hence his or her education, socialization, indeed, in principle his whole life history. For us as educators, also as computer scientists, this implies that we must be attentive to the ``state of the receiver''. We must be attentive to the forces that influence the ability of our students to make sense of the signals they receive from us, from the media and from the rest of their world. We must teach them to think critically, and this foremost by means of our own example.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Luque:2005:ERW, author = "Emilio Luque", title = "Is evolution or revolution the way for improving the teaching methodology in computer science?", journal = j-SIGCSE, volume = "37", number = "3", pages = "2--2", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klawe:2005:CIC, author = "Maria Klawe", title = "Changing the image of computer science: a {North American} perspective in conversation with {Europe}", journal = j-SIGCSE, volume = "37", number = "3", pages = "3--3", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marrero:2005:TFE, author = "Will Marrero and Amber Settle", title = "Testing first: emphasizing testing in early programming courses", journal = j-SIGCSE, volume = "37", number = "3", pages = "4--8", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The complexity of languages like Java and C++ can make introductory programming classes in these languages extremely challenging for many students. Part of the complexity comes from the large number of concepts and language features that students are expected to learn while having little time for adequate practice or examples. A second source of difficulty is the emphasis that object-oriented programming places on abstraction. We believe that by placing a larger emphasis on testing in programming assignments in these introductory courses, students have an opportunity for extra practice with the language, and this affords them a gentler transition into the abstract thinking needed for programming. In this paper we describe how we emphasized testing in introductory programming assignments by requiring that students design and implement tests before starting on the program itself. We also provide some preliminary results and student reactions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Truong:2005:LPT, author = "Nghi Truong and Peter Bancroft and Paul Roe", title = "Learning to program through the {Web}", journal = j-SIGCSE, volume = "37", number = "3", pages = "9--13", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer-based tutoring systems which assist students in solving introductory programming problems have significant potential for improving the quality of programming education and reducing the instructor's work load. The innovative Environment for Learning to Program (ELP) provides an interactive web-based environment for teaching programming to first year Information Technology students at Queensland University of Technology (QUT). ELP allows students to undertake programming exercises by ``filling in the gaps'' of a partial computer program presented in a web page and to receive guidance in getting their programs to compile and run. Feedback on quality and correctness is provided through a program analysis framework. Students are given the opportunity to produce working programs at the early stages of their course without the need to familiarize themselves with a complex program development environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lahtinen:2005:SDN, author = "Essi Lahtinen and Kirsti Ala-Mutka and Hannu-Matti J{\"a}rvinen", title = "A study of the difficulties of novice programmers", journal = j-SIGCSE, volume = "37", number = "3", pages = "14--18", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Programming is related to several fields of technology, and many university students are studying the basics of it. Unfortunately, they often face difficulties already on the basic courses. This work studies the difficulties in learning programming in order to support developing learning materials for basic programming courses. The difficulties have to be recognized to be able to aid learning and teaching in an effective way. An international survey of opinions was organized for more than 500 students and teachers. This paper analyses the results of the survey. The survey provides information of the difficulties experienced and perceived when learning and teaching programming. The survey results also provide basis for recommendations for developing learning materials and approaches.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hood:2005:TPL, author = "Cynthia S. Hood and Dennis J. Hood", title = "Teaching programming and language concepts using {LEGOs\reg}", journal = j-SIGCSE, volume = "37", number = "3", pages = "19--23", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067454", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe an innovative method for using LEGO\reg{} bricks to teach programming and other computing concepts. LEGO\reg{} bricks are used to express a special purpose language to build creations out of LEGOs\reg{}. Using this language, students can execute and create programs. Both fundamental and more advanced concepts can be taught. The use of LEGOs\reg{} increases the tactile and kinesthetic aspects of the learning experience and helps to make abstract concepts more concrete. We have used this method to teach a variety of concepts to college freshmen, K-12 teachers, and K-12 students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dick:2005:SIT, author = "Martin Dick", title = "Student interviews as a tool for assessment and learning in a systems analysis and design course", journal = j-SIGCSE, volume = "37", number = "3", pages = "24--28", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067456", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines the use of student interviews as a means of assessment for systems analysis and design assignments and as a means of providing feedback to students on their performance in the assignment. It uses student feedback from 510 student surveys gathered from Semester 1 2001 to Semester 2 2003 to assess the opinion of students on the use of interviews and describes the lessons learnt about this form of assessment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2005:RLC, author = "Hugh C. Davis and Su White", title = "A research-led curriculum in multimedia: learning about convergence", journal = j-SIGCSE, volume = "37", number = "3", pages = "29--33", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional teaching methods have acknowledged limitations. Lectures may be used to transmit information efficiently, but often fail to motivate students to engage with the subject. Coursework assessments and examinations may lack authenticity and thus fail to help students develop 'real world' skills even though they ensure technical competence. This paper presents a teaching innovation motivated from a social constructivist perspective whereby undergraduates researched, reviewed, and presented their papers at a one day conference, by way of preparing for a written examination. The paper presents theory supporting this change, our experiences from running the course, and improvements in learning we observed. We identify the value of undergraduate conferences beyond serving as a vehicle for communication skills. We identify an approach which engages learners and realizes higher level learning objectives by using authentic activities. The process has identified a 'research-led' approach which clarifies the similarity between research processes and effective independent learning strategies and is valued by students, faculty and stakeholders alike.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chen:2005:RIS, author = "Tzu-Yi Chen and Stephen Cooper and Robert McCartney and Leslie Schwartzman", title = "The (relative) importance of software design criteria", journal = j-SIGCSE, volume = "37", number = "3", pages = "34--38", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We study how the relative values placed on a variety of software design criteria differs between beginning students, advanced students, and educators. We also consider how these values change depending on the specific design situation. Statistical analysis of data collected from over 300 subjects reveals relatively small differences between the two student populations and significant differences between educators and students. In addition to often valuing different criteria, educators also value criteria more consistently across the design situations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cox:2005:PHA, author = "David Cox", title = "A pragmatic {HCI} approach: engagement by reinforcing perception with functional design and programming", journal = j-SIGCSE, volume = "37", number = "3", pages = "39--43", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In order to provide effective human interaction with a computer interface, the design process must consider human cognitive factors. From an educational perspective, this area encompasses a range of issues which, because of academic time constraints, might be difficult to focus on, particularly if practical design and implementation are part of the syllabus. The paper describes how focusing on one area of perception with unusual and challenging perceptual images promoted quick interface design, provided stimulation for programming a working interface and highlighted the value of factors such as perception and affordance in the design of screen objects. A later formal series of questions revealed that learners saw the importance of human factors and the relevance of such issues in the design process as well as providing an incentive for programming a working model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Oechsle:2005:DDA, author = "Rainer Oechsle and Tim Gottwald", title = "{DisASTer} (distributed algorithms simulation terrain): a platform for the implementation of distributed algorithms", journal = j-SIGCSE, volume = "37", number = "3", pages = "44--48", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "DisASTer (Distributed Algorithms Simulation Terrain) is a platform for the implementation of distributed algorithms. It provides a Java class library that eases the programming of distributed algorithms in Java. Moreover, DisASTer constitutes an execution environment that enables the user to specify interactively a topology at runtime. It allows the user to control the execution of the algorithm (start, stop, suspend, resume, go back and forth). In addition, the execution of a distributed algorithm can be observed through some built-in visualization panels (topology view, sequence view, message queue view). DisASTer supports the implementation of further application-specific views.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldweber:2005:KPM, author = "Michael Goldweber and Renzo Davoli and Mauro Morsiani", title = "The {Kaya OS} project and the $ \mu ${MPS} hardware emulator", journal = j-SIGCSE, volume = "37", number = "3", pages = "49--53", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Ideally, the most meaningful learning experience for students in an undergraduate OS course would be to develop fully-functional OS's on their own. This can be accomplished using $ \mu $MPS, a hardware emulator for a pedagogically undergraduate-appropriate hardware architecture, along with Kaya, a specification for a multi-layer OS supporting multiprocessing, VM, thread synchronization, external devices (disks, terminals, tape, printers, and network interfaces) and a file system. Traditional OS projects like Nachos[3] or OS/161[9] provide students with a significant starting code base. Students then modify existing OS modules or add new ones. With $ \mu $MPS/Kaya students undergo an innovative and pedagogically different experience of starting only with a hardware emulator (i.e., no initial OS code base for students to build on/replace) and ending with a completely student written OS capable of running student written C programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jimenez-Diaz:2005:SBU, author = "Guillermo Jim{\'e}nez-D{\'\i}az and Mercedes G{\'o}mez-Albarr{\'a}n and Marco A. G{\'o}mez-Martin and Pedro A. Gonz{\'a}lez-Calero", title = "Software behaviour understanding supported by dynamic visualization and role-play", journal = j-SIGCSE, volume = "37", number = "3", pages = "54--58", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067464", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Visualization techniques are commonly used in computer science, particularly for understanding the interactions intrinsic in the object-oriented paradigm. The visualization effectiveness improves if the student takes an active role during the learning process. In this paper we propose an active learning approach that lies in using role-play simulations in a virtual $3$D environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolling:2005:GPI, author = "Michael K{\"o}lling and Poul Henriksen", title = "Game programming in introductory courses with direct state manipulation", journal = j-SIGCSE, volume = "37", number = "3", pages = "59--63", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While the introduction of object-oriented programming slowly moves down the age groups --- starting from advanced university courses, to introductory courses, and now into high schools --- many attempts are being made to make object-oriented programming introduction less abstract and theoretical. Visualisation and interaction techniques are being applied in an attempt to give students engaging and concrete experiences with objects. Recently, the greenfoot environment has been proposed as another step in this development. In this paper, we describe new functionality in the greenfoot environment, especially the addition of user interaction programming via direct state manipulation. Direct state manipulation provides very low overhead graphical I/O handling at a level that makes it feasible to guide students to simple graphical game programming within a few weeks, while concentrating on fundamental object-oriented concepts in the structure of the program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Perrenet:2005:ESU, author = "Jacob Perrenet and Jan Friso Groote and Eric Kaasenbrood", title = "Exploring students' understanding of the concept of algorithm: levels of abstraction", journal = j-SIGCSE, volume = "37", number = "3", pages = "64--68", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "How do we know if our students are beginning to think like computer scientists? In this study we have defined four levels of abstraction in the thinking of computer science students about the concept of algorithm. We constructed a list of questions about algorithms to measure the answering level as an indication for the thinking level. This list was presented to various groups of Bachelor Computer Science students. The mean answering level increased between successive year groups as well as within year groups during the year, mainly from the second to the third level. Little relation was found between answering levels and test results on algorithm oriented courses. The study was inspired by the tradition of mathematics education research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chinn:2005:PAA, author = "Donald Chinn", title = "Peer assessment in the algorithms course", journal = j-SIGCSE, volume = "37", number = "3", pages = "69--73", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Peer assessment has the potential to encourage and enhance critical thinking skills and to help students progress toward a learning model where evidence, rather than the proclamations of an Authority, is the basis for understanding. This paper describes the use of peer assessment in the algorithms course. Our results indicate that students are able to apply assessment skills to more complex problems as the course proceeds, that there is a high correlation between the quality of their assessments and their performance in non-peer assessment course activities, and that in their assessments students tend to identify high-level errors more frequently than low-level errors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haberman:2005:IRA, author = "Bruria Haberman and Haim Averbuch and David Ginat", title = "Is it really an algorithm: the need for explicit discourse", journal = j-SIGCSE, volume = "37", number = "3", pages = "74--78", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The notion of an algorithm is fundamental in computer science. Yet, it is not always fully conceived by novices. This paper focuses on a particular facet of algorithm conception --- the relationship between an algorithmic problem, its analysis, and its desired algorithmic solution. The paper displays evidence that novices demonstrate cognitive obstacles regarding the notion of an algorithm, which relate to a process-object duality phenomena [13] and inadequate classroom norms of communication.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2005:PSU, author = "Michael H. Goldwasser and David Letscher", title = "Providing students universal access to a centralized, graphical computing environment", journal = j-SIGCSE, volume = "37", number = "3", pages = "79--83", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We investigate the use of a thin-client based configuration in providing students with universal access to a centralized, graphical computing environment. The primary goal is to enable students to work effectively from arbitrary locations and computing platforms, while always interacting with the consistent environment seen in tightly controlled labs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ahmadzadeh:2005:APD, author = "Marzieh Ahmadzadeh and Dave Elliman and Colin Higgins", title = "An analysis of patterns of debugging among novice computer science students", journal = j-SIGCSE, volume = "37", number = "3", pages = "84--88", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The process by which students learn to program is a major issue in computer science educational research. Programming is a fundamental part of the computer science curriculum, but one which is often problematic. It seems to be difficult to find an effective method of teaching that is suitable for all students. In this research we tried to gain insights into ways of improving our teaching by a careful examination of students' mistakes. The compiler errors that were generated by their programs together with the pattern that was observed in their debugging activities formed the basis of this research. We discovered that many students with a good understanding of programming do not acquire the skills to debug programs effectively, and this is a major impediment to their producing working code of any complexity. Skill at debugging seems to increase a programmer's confidence and we suggest that more emphasis be placed on debugging skills in the teaching of programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eckerdal:2005:NJP, author = "Anna Eckerdal and Michael Thun{\'e}", title = "Novice {Java} programmers' conceptions of ``object'' and ``class'', and variation theory", journal = j-SIGCSE, volume = "37", number = "3", pages = "89--93", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Problems with understanding concepts, so called misconceptions, have been investigated and reported in a number of studies regarding object-oriented programming [4], [3]. In a first programming course using an object-oriented language, it is of great importance that students get a good understanding of central concepts like object and class at an early stage of their education. We have, with a phenomenographic research approach, performed a study with first year university students, investigating what an understanding of the concepts object and class includes from a student perspective. By applying variation theory [8] to our results we are able to pin-point what the students need to be able to discern in order to gain a ``rich'' understanding of these concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2005:IPT, author = "Henrik Baerbak Christensen", title = "Implications of perspective in teaching objects first and object design", journal = j-SIGCSE, volume = "37", number = "3", pages = "94--98", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There are an increasing number of books published on the important topics of ``object-oriented programming'' and ``object-oriented design'' for use in education. However, object-orientation can be viewed from a number of different perspectives---each perspective having its benefits and liabilities. A perspective has a strong influence on the kind of designs students can and will produce, the kind of domains that are easy or difficult to analyze, and the kind of frame of reference in which design techniques are understood and applied. In this paper we argue that most books make an implicit choice of perspective with the unfortunate effect that our students leave our courses with limited design abilities. We present a coarse-grained classification, discuss implications of perspective in a teaching context, and illustrate consequences using a small case study. Our main point is that teachers should be aware of the different perspectives, and that all perspectives are important for students to achieve high quality designs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moritz:2005:OFD, author = "Sally H. Moritz and Fang Wei and Shahida M. Parvez and Glenn D. Blank", title = "From objects-first to design-first with multimedia and intelligent tutoring", journal = j-SIGCSE, volume = "37", number = "3", pages = "99--103", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067475", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "``Objects-first'' is an increasingly popular strategy for teaching object-oriented programming by introducing the concepts of objects, classes, and instances before procedural elements of a programming language. Still, this approach emphasizes coding rather than other critical aspects of software development, notably problem-solving and design. We propose a ``design-first'' curriculum, which subsumes an objects-first approach into lessons that also introduce object-oriented analysis and design, using elements of UML before implementing any code. We also present CIMEL ITS, an intelligent tutoring system that uses the design-first approach to help students of various learning styles in a CS1 course. It interfaces with an IDE we have chosen specifically to support the design-first curriculum, and CIMEL, multimedia courseware which has been shown to be effective in helping students learn object-oriented programming concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chen:2005:IPF, author = "Stephen Chen and Stephen Morris", title = "Iconic programming for flowcharts, {Java}, {Turing}, etc", journal = j-SIGCSE, volume = "37", number = "3", pages = "104--107", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the largest barriers to learning programming is the precise and complex syntax required to write programs. This barrier is a key impediment to the integration of programming into the core curriculum of general high school science courses --- there is not enough time to learn both syntax and programming in a three-week course module. The newly developed ``Iconic Programmer'' allows executable programs to be written through mouse clicks and menus, includes symbol by symbol translation into Java and Turing, and comes complete with a three-week lesson plan suitable to new programmers. To date, the new tool has been used effectively with full-semester, introductory programming courses at both the university and high school level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cilliers:2005:EII, author = "Charmain Cilliers and Andr{\'e} Calitz and J{\'e}an Greyling", title = "The effect of integrating an {Iconic} programming notation into {CS1}", journal = j-SIGCSE, volume = "37", number = "3", pages = "108--112", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067478", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Increasing pressure from national government to improve throughput at South African tertiary education institutions presents challenges to educators of CS1 courses. In response, educators must adopt effective methods and strategies that encourage students to be successful in such courses. An approach that seeks to increase and maintain satisfactory throughput is the modification of the teaching model in these courses by adjusting presentation techniques. This paper reports on a study into the effect of integrating an experimental iconic programming notation and associated development environment with existing conventional textual technological support in the teaching model of a CS1 course. The paper reports on the comparison of the performance achievement of students using only conventional textual technological support with that of students using the integrated iconic and conventional textual technological support. The findings suggest strong evidence that the performance achievement of students in a CS1 course improves significantly with the inclusion of iconic technological support in the teaching model. Considerably more students using the integrated form of technological support are in fact successful in the CS1 course when compared with their counterparts who use conventional textual technological support only.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Efopoulos:2005:WPE, author = "Vassilios Efopoulos and Vassilios Dagdilelis and Georgios Evangelidis and Maya Satratzemi", title = "{WIPE}: a programming environment for novices", journal = j-SIGCSE, volume = "37", number = "3", pages = "113--117", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067479", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an overview of the design principles and the evaluation of a new programming environment, WIPE (Web Integrated Programming Environment), designed specifically to teach novices the fundamentals of programming. The environment is designed for use in secondary education as a first programming course, in order to help students become familiar with the main programming concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Terada:2005:EPT, author = "Minoru Terada", title = "{ETV}: a program trace player for students", journal = j-SIGCSE, volume = "37", number = "3", pages = "118--122", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067480", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Although it is important for students to understand the behavior of programs they have written, it is not easy for novice students. We have designed and implemented a software tool to help such students by presenting a graphical representation of the execution trace data from their programs. ETV (Execution Trace Viewer), the tool, has the following characteristics: (1) Trace generation is automatic, (2) It is language-independent, (3) Visualizes source code as is (not in diagrams, figures etc.), (4) Offers random access along the execution, and (5) Source code is presented in overlapping windows which reflect the nesting nature of function calls (Paper-Slide-Show).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Claypool:2005:TSE, author = "Kajal Claypool and Mark Claypool", title = "Teaching software engineering through game design", journal = j-SIGCSE, volume = "37", number = "3", pages = "123--127", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many projects currently used in Software Engineering curricula lack both the ``fun factor'' needed to engage students, as well as the practical realism of engineering projects that include other computer science disciplines such as Software Engineering, Networks, or Human Computer Interaction. This paper reports on our endeavor to enhance interest and retention in an existing Software Engineering curriculum through the use of computer game-based projects. Specifically, a set of game-centric, project-based modules have been developed that enable students to: (1) actively participate in the different phases of the software lifecycle taking a single project from requirement elicitation to testing and maintenance; (2) expose students to real issues in project and team management over the course of a 2-semester project; and at the same time (3) introduce students to the different aspects of computer game design. Preliminary results suggest the merits of our approach, showing improved class participation and performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ludi:2005:ALA, author = "Stephanie Ludi", title = "Active-learning activities that introduce students to software engineering fundamentals", journal = j-SIGCSE, volume = "37", number = "3", pages = "128--132", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067483", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "First-year students select a program of study for a variety of reasons. As a result, many students are not familiar with the basic concepts and career opportunities that exist. At the Rochester Institute of Technology, first-year Software Engineering students participate in a seminar to orient them to the discipline. The course has been redesigned from a lecture format to an active-learning format. The new format uses a set of hands-on and community-building activities to demonstrate basic concepts, with little programming. The more engaging format enables students to explore concepts, gain experience working in teams, and have ownership over their own learning. The seminar structure and activities will be discussed, along with an analysis of student feedback, and lessons learned. The value of the seminar's approach can be used to introduce computing students to fundamental software engineering concepts in a variety of contexts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liew:2005:TSD, author = "C. W. Liew", title = "Teaching software development skills early in the Curriculum through software engineering", journal = j-SIGCSE, volume = "37", number = "3", pages = "133--137", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067484", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Software engineering is commonly taught as an upper level course in students in computer science. There are many software development skills that can be taught in a software engineering course that are useful in other courses. The development of this course has greatly influenced the types of projects and assignments that are required in the upper level courses. The upper level courses have been able to (1) develop more challenging projects and (2) reduce or eliminate the time spent on teaching development skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sweedyk:2005:FGN, author = "Elizabeth Sweedyk and Robert M. Keller", title = "Fun and games: a new software engineering course", journal = j-SIGCSE, volume = "37", number = "3", pages = "138--142", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067485", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer and video games have grown to be a major industry but, until recently, have largely been ignored by academia. The last couple of years, however, have seen the emergence of new academic programs, conferences, and journals dedicated to games studies. For the past three years we have used computer games as projects in our introductory software engineering course. Small teams of students build three games across the semester. In this paper we describe the course and discuss its success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gharibyan:2005:ASK, author = "Hasmik Gharibyan", title = "Assessing students' knowledge: oral exams vs. written tests", journal = j-SIGCSE, volume = "37", number = "3", pages = "143--147", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067487", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The evaluation of students' knowledge is undeniably a very important aspect in the process of education. Two of the most commonly used assessment methods are oral exams and written tests. In the USA in Computer Science Education the preference is generally given to written tests. Although convenient in many ways and effective for many subjects, written tests do not always provide correct evaluation of students' knowledge when it comes to theoretical subjects. In this paper we concentrate on theoretical courses of Computer Science. For these courses we conclude that an oral exam is a better evaluation method; we analyze the challenges instructors face when preparing and grading written tests, we discuss the problems students encounter when taking written tests, and we show the advantages of oral exams over written tests. However, we do not overlook some concerns with oral exams; we talk about these issues and advise the examiner to be aware and considerate of them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2005:DCS, author = "Laurie Murphy and Josh Tenenberg", title = "Do computer science students know what they know?: a calibration study of data structure knowledge", journal = j-SIGCSE, volume = "37", number = "3", pages = "148--152", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an empirical study that investigates the knowledge that Computer Science students have about the extent of their own previous learning. The study compares self-generated estimates of performance with actual performance on a data structures quiz taken by undergraduate students in courses requiring data structures as a pre-requisite. The study is contextualized and grounded within a research paradigm in Psychology called calibration of knowledge that suggests that self-knowledge across a range of disciplines is highly unreliable. Such self-knowledge is important because of its role in meta-cognition, particularly in cognitive self-regulation and monitoring. It is also important because of the credence that faculty give to student self-reports. Our results indicate that Computer Science student self-estimates correlate moderately with their performance on a quiz, more so for estimates provided after they have taken the quiz than before. The pedagogical implications are that students should be provided with regular opportunities for empirical validation of their knowledge as well as being taught the metacognitive skills of regular self-testing in order to overcome validation bias.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fossum:2005:NQA, author = "T. V. Fossum and S. M. Haller", title = "A new quantitative assessment tool for computer science programs", journal = j-SIGCSE, volume = "37", number = "3", pages = "153--157", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067489", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have designed a quantitative measure using card sorts that we show is statistically significant in distinguishing beginning students (novices) from those who have acquired competency appropriate to graduates of computer science (CS) programs. Using card sorts and applying this quantitative analysis, CS departments can arm themselves with another measure of the effectiveness of their academic programs in achieving their learning outcomes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2005:EAM, author = "Pete Thomas and Kevin Waugh and Neil Smith", title = "Experiments in the automatic marking of {ER}-diagrams", journal = j-SIGCSE, volume = "37", number = "3", pages = "158--162", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we present an approach to the computer understanding of diagrams and show how it can be successfully applied to the automatic marking (grading) of student attempts at drawing entity-relationship (ER) diagrams. The automatic marker has been incorporated into a revision tool to enable students to practice diagramming and obtain feedback on their attempts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fekete:2005:TTM, author = "Alan Fekete", title = "Teaching transaction management with {SQL} examples", journal = j-SIGCSE, volume = "37", number = "3", pages = "163--167", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067492", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Transaction management is an important topic in the database course. This remains true whether the subject has an application focus or a systems internals focus. All the standard textbooks use ``toy'' examples of transactions, expressed as sequences of simple operations such as reading or writing data items. In this paper we argue that the teacher should choose examples which are closer to the students' experiences in other topics of the course, that is, the transactions should be like programs with SQL statements. We discuss the requirements that must be considered in choosing useful examples, and we give a set of examples that we have constructed to meet many of these requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wagner:2005:TDM, author = "Paul Wagner", title = "Teaching data modeling: process and patterns", journal = j-SIGCSE, volume = "37", number = "3", pages = "168--172", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While competition for scarce space in a Database Systems course curriculum increases, the amount of time spent in many such courses on data modeling decreases. We instead recommend increasing the amount of time spent in the study of data modeling and encourage data model study beyond formalism syntax. We do this in an attempt to help computer science students better understand complex data domains and to help develop higher-level skills that serve them well in a job market threatened by the increased outsourcing of lower level programming jobs. We further recommend the study of process skills as part of data modeling, and develop the idea of data patterns to assist students in the development of advanced data modeling skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rao:2005:ICT, author = "M. R. K. Krishna Rao", title = "Infusing critical thinking skills into content of {AI} course", journal = j-SIGCSE, volume = "37", number = "3", pages = "173--177", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes some of our efforts in infusing critical thinking skills into a course on artificial intelligence. Six thinking skills: parts-whole analysis, compare-and-contrast, decision making, causal explanation, prediction and generalization have been introduced at appropriate places in the course. Using a set of carefully chosen examples, we demonstrate that critical thinking skills can be naturally introduced in the course content of computer curricula at tertiary level. Our analysis shows that infusion of critical thinking skills into course content and their explicit introduction stimulates students thinking and improves their learning ability.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Amershi:2005:DCP, author = "S. Amershi and N. Arksey and G. Carenini and C. Conati and A. Mackworth and H. Maclaren and D. Poole", title = "Designing {CIspace}: pedagogy and usability in a learning environment for {AI}", journal = j-SIGCSE, volume = "37", number = "3", pages = "178--182", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the design of the CIspace interactive visualization tools for teaching and learning Artificial Intelligence. Our approach to design is to iterate through three phases: identifying pedagogical and usability goals for supporting both educators and students, designing to achieve these goals, and then evaluating our system. We believe identifying these goals is essential in confronting the usability deficiencies and mixed results about the pedagogical effectiveness of interactive visualizations reported in the Education literature. The CIspace tools have been used and positively received in undergraduate and graduate classrooms at the University of British Columbia and internationally. We hope that our experiences can inform other developers of interactive visualizations and encourage their use in classrooms and other learning environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2005:ARB, author = "Leen-Kiat Soh and Ashok Samal and Suzette Person and Gwen Nugent and Jeff Lang", title = "Analyzing relationships between closed labs and course activities in {CS1}", journal = j-SIGCSE, volume = "37", number = "3", pages = "183--187", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067497", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Closed laboratories are becoming an increasingly popular approach to teaching introductory computer science courses. However, as observed in [1], ``Considering the prevalence of closed labs and the fact that they have been in place in CS curricula for more than a decade, there is little published evidence assessing their effectiveness.'' In this paper, we report on how students' performance in closed laboratories relates to their performances on a placement exam, homework assignments, course exams, and how it relates to their self-reported attitudes towards our CS1 course. This analysis provides insights to help us improve the design of our laboratories as well as other components of CS1.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holmboe:2005:LOO, author = "Christian Holmboe", title = "The linguistics of object-oriented design: implications for teaching", journal = j-SIGCSE, volume = "37", number = "3", pages = "188--192", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes object-oriented (OO) design as a complex linguistic activity. Emphasis is made on the distinction between natural and artificial languages and its implication on the alleged naturalness of OO design. The difference between top-down and bottom-up approaches to system design is considered as a further aspect of great importance, which needs attention in teaching. Based on results from a large empirical research work, brief examples of student performance are offered as background for a more extensive discussion of implications for teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mendes:2005:USC, author = "Ant{\'o}nio Jos{\'e} Mendes and Anabela Gomes and Micaela Esteves and Maria Jos{\'e} Marcelino and Crescencio Bravo and Miguel Angel Redondo", title = "Using simulation and collaboration in {CS1} and {CS2}", journal = j-SIGCSE, volume = "37", number = "3", pages = "193--197", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067499", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe the main approach used in our institutions' basic programming courses. The difficulties we experienced in these courses led us to develop tools that, in our view, help students. We created and use animation-based algorithm tools, program simulation tools and problem solving collaboration support tools. The integration of these tools, plus the addition of some other new approaches, gives us a powerful environment that provides a higher level of support to our students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marques:2005:UOI, author = "Nuno C. Marques and Francisco Azevedo and Carmen Morgado and Jorge F. Cust{\'o}dio", title = "Using {Octave} to introduce programming to technical science students", journal = j-SIGCSE, volume = "37", number = "3", pages = "198--202", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe a five semester experiment on the introduction of Octave to teach computer programming to technical science students. We discuss the main advantages and disadvantages of this approach relatively to more traditional programming languages. After a qualitative and quantitative analysis of student evaluation results we argue that this kind of programming languages are useful to teach programming to non computer science engineering students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cardoso:2005:NCC, author = "Jo{\~a}o M. P. Cardoso", title = "New challenges in computer science education", journal = j-SIGCSE, volume = "37", number = "3", pages = "203--207", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067502", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is predicted that by the year 2010, 90\% of the overall program code developed will be for embedded computing systems. This fact requires urgent changes in the organization of the current computer science curriculums, as advocated by a number of academics. The changes will help students deal with the idiosyncrasies of embedded systems, which requires knowledge about the computation engine, its energy consumption model, performance, interfaced artifacts, reconfigurable hardware programming, etc. This paper discusses some important issues to be included in modern computer science programs, in order to prepare students to be able to program future embedded computers. In particular, we present an approach we are attempting to implement at our institution. We also illustrate infrastructures that permit students to implement complex examples and gain deep knowledge about the topics being taught. Finally, with this paper we hope to foment a fruitful discussion on those issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Casado:2005:TNH, author = "Martin Casado and Gregory Watson and Nick McKeown", title = "Teaching networking hardware", journal = j-SIGCSE, volume = "37", number = "3", pages = "208--212", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067503", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present our experience with the design and teaching of a graduate-level networking hardware course in which students design and build an Internet router. Each team of two students (one proficient in hardware and one proficient in software) design and develop a fully functional router that routes live Internet traffic and inter-operates with other students' routers via a simple routing protocol. Hardware is designed in Verilog using an industry-standard design flow on a specially designed platform, called NetFPGA. Software is written in user-space using a high-level language. Software and hardware are combined and tested using real network traffic over arbitrary private topologies using a custom tool, called VNS. Our approach is distinguished in that both hardware and software can be designed, tested and deployed remotely over the Internet. Our goal is to give students experience in the design of complex networking systems. In our initial course offering in Spring 2004, all teams successfully implemented fully functional routers in less than ten weeks. We will pilot courses outside of Stanford using the remote teaching infrastructure presented in this paper.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tobin:2005:UWA, author = "Donald L. {Tobin, Jr.} and Michael S. Ware", title = "Using a windows attack {intRusion} emulator {(AWARE)} to teach computer security awareness", journal = j-SIGCSE, volume = "37", number = "3", pages = "213--217", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067504", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Technology has become a major part of our lives. We are entering an era where almost anyone using a computer must have certain fundamental knowledge on how to protect themselves from attacks while online. In this paper, we describe AWARE, an emulator designed to teach either experienced or casual Windows XP users how to use system-supplied tools to detect potential attacks on their system resources. Our system also has built-in tutorials to help educate the user during their simulated attacks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maia:2005:CFO, author = "Luiz Paulo Maia and Francis Berenger Machado and Ageu C. {Pacheco, Jr.}", title = "A constructivist framework for operating systems education: a pedagogic proposal using the {SOsim}", journal = j-SIGCSE, volume = "37", number = "3", pages = "218--222", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067505", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A conventional teaching approach, when applied specifically to the discipline of Operating Systems (OS), seems to fall short of attaining the overall objective, sometimes leaving the lecturer unsure about the students' actual understanding of the dynamic nature of OS concepts and mechanisms. This paper presents a pedagogical proposal, based on constructivist ideas, as a means of making the process of learning OS more efficient and interesting. The framework presented here uses the SOsim graphical simulator as a support tool, creating a teaching and learning environment in which practical experiments can be undertaken as each OS topic is introduced and explained.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jones:2005:POT, author = "Mark Jones", title = "The pedagogic opportunities of touch-screen voting", journal = j-SIGCSE, volume = "37", number = "3", pages = "223--226", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067507", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Touch-screen systems have been used to count votes in a growing number of precincts across the United States. These controversial systems provide an opportunity for valuable classroom discussions both for service courses and courses for computer science majors. This paper begins with an overview of touch-screen voting systems in the United States. It describes ways to productively address this issue with university classes at various levels in the curriculum. It is hoped that this paper will be a useful resource to professors looking to bring this important issue into their classroom, perhaps as a partial requirement of an ethics and social implications module of a course's coverage.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armen:2005:TAR, author = "Chris Armen and Ralph Morelli", title = "Teaching about the risks of electronic voting technology", journal = j-SIGCSE, volume = "37", number = "3", pages = "227--231", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067508", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In these interesting times computer scientists are increasingly called upon to help concerned citizens understand the risks involved in the current generation of electronic voting machines. These risks and the concurrent escalation of legal challenges to the election system in the United States have shaken the confidence of many Americans that a fair and accurate election is even possible. As computer science educators we have an opportunity to add breadth and depth to our curriculum by using these issues to show how existing concepts can be applied to new problems, and how new problems extend our field. In this paper we identify some of the main problems with e-voting machines and vote-counting technology and suggest ways that discussions of the risks and the attendant societal and ethical issues might be incorporated into the computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goold:2005:TEV, author = "Annegret Goold and Jo Coldwell", title = "Teaching ethics in a virtual classroom", journal = j-SIGCSE, volume = "37", number = "3", pages = "232--236", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067509", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an ethics course that is a capstone course in the undergraduate computing degree at Deakin University. What distinguishes this course from others is that it has a fairly large enrolment of students and it is delivered completely online. The students enrolled in the course come from a variety of backgrounds and many are international students for whom English is not their first language. The paper describes the course, how it has evolved over a five-year period and discusses the rationale and particulars of course content and implementation in the 'virtual classroom'. Some of the challenges and issues for teaching a course of this type are discussed. Suggestions are offered for faculty who are considering the implementation of a similar course online.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Peiper:2005:EDP, author = "Chad Peiper and David Warden and Ellick Chan and Boris Capitanu and Sam Kamin", title = "{eFuzion}: development of a pervasive educational system", journal = j-SIGCSE, volume = "37", number = "3", pages = "237--240", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067510", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Established as a research project at the University of Illinois in the spring of 2002, eFuzion has proven to be a valuable and effective pedagogical set of tools. It provides the capacity to both mentor and assess students individually, both during and outside of class. In the summer of 2002, a study we conducted revealed that eFuzion's in-class tools increased student's final grade by more than 6 points. In this paper we describe the evolution of our system and experiences leading up to our ``Classroom of the Future'' demo for the Grand Opening of the Thomas M. Siebel Center for Computer Science. We conclude with a discussion of our future plans for eFuzion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2005:LSA, author = "A. T. Chamillard and Ricky E. Sward", title = "Learning styles across the curriculum", journal = j-SIGCSE, volume = "37", number = "3", pages = "241--245", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067512", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recent research has shown that a student's learning style --- essentially, the way a student approaches and masters new material --- can affect student performance in introductory computer science courses. We show here that a student's learning style can also affect student performance across the courses in the computer science curriculum. This paper presents the results of a case study in which we collected learning style data for students completing the required courses in a typical computer science curriculum. We then used a wide range of statistical analyses to check for bias in the dataset and to examine the relationships between student learning style and student performance in those courses. Our analysis identified a number of statistically significant relationships between student learning style and performance. We examine potential explanations for those relationships and discuss ways in which the results can be used to enhance student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stern:2005:YCL, author = "Linda Stern and Selby Markham and Ria Hanewald", title = "You can lead a horse to water: how students really use pedagogical software", journal = j-SIGCSE, volume = "37", number = "3", pages = "246--250", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067513", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A great deal of effort is expended creating multimedia systems to help students learn. Some amount of effort is spent evaluating learning outcomes for students who have used these systems. Yet very little effort is spent examining how students actually use the software or how learning outcomes are related to system design. In a study involving direct observation of university students as they used pedagogical software, it was found that students develop their own strategies for learning with software and that these strategies are not necessarily those predicted by software designers and educators. Systematic field observation led to a more comprehensive view of how students were interacting with the software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brusilovsky:2005:ESW, author = "Peter Brusilovsky and Sergey Sosnovsky", title = "Engaging students to work with self-assessment questions: a study of two approaches", journal = j-SIGCSE, volume = "37", number = "3", pages = "251--255", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067514", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We explored two approaches for encouraging introductory programming students to use the web-based, self-assessment system, QuizPACK. An ``organizational'' approach applied specially constructed classroom quizzes, while the ``technical'' approach introduced adaptive guidance. Our studies demonstrated that each of these caused a dramatic increase in system use. This approach could be useful in many other contexts, when an educationally beneficial system is underused by students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rao:2005:PCD, author = "M. R. K. Krishna Rao and S. Junaidu and T. Maghrabi and M. Shafique and M. Ahmed and K. Faisal", title = "Principles of curriculum design and revision: a case study in implementing computing curricula {CC2001}", journal = j-SIGCSE, volume = "37", number = "3", pages = "256--260", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067515", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our department has recently revisited its computer science program in the light of IEEE/ACM Computing Curricula 2001 (CC2001) recommendations, taking into consideration the ABET's Criteria for Accrediting Computing programs (CAC 04-05). The effort resulted in a revised curriculum. This paper presents the different decisions we made with regard to the curriculum orientation, knowledge units coverage, transition management, and monitoring and assessment. The paper also sheds some light on challenges faced. Tables provided in the paper show that the curriculum successfully implements CC2001 recommendations while satisfying the CAC 04-05.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fossum:2005:CFC, author = "T. V. Fossum", title = "Classes as first class objects in an environment-passing interpreter", journal = j-SIGCSE, volume = "37", number = "3", pages = "261--265", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067517", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe an expression-based programming language that treats classes as first-class objects. We show an implementation of this language using an environment-passing interpreter accessible to students in a programming language class. We also show how to extend this language with properties (as in the C\# programming language).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Demaille:2005:MCC, author = "Akim Demaille", title = "Making compiler construction projects relevant to core curriculums", journal = j-SIGCSE, volume = "37", number = "3", pages = "266--270", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067518", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Having 300 students a year implement a compiler is a debatable enterprise, since the industry will certainly not recruit them for this competence. Yet we made that decision five years ago, for reasons not related to compiler construction. We detail these motivations, the resulting compiler design, and how we manage the assignment. The project meets its goals, since the majority of former students invariably refer to it as the project that taught them the most.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Velazquez-Iturbide:2005:PLC, author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "A programming languages course for freshmen", journal = j-SIGCSE, volume = "37", number = "3", pages = "271--275", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067519", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Programming languages are a part of the core of computer science. Courses on programming languages are typically offered to junior or senior students, and textbooks are based on this assumption. However, our computer science curriculum offers the programming languages course in the first year. This unusual situation led us to design it from an untypical approach. In this paper, we first analyze and classify proposals for the programming languages course into different pure and hybrid approaches. Then, we describe a course for freshmen based on four pure approaches, and justify the main choices made. Finally, we identify the software used for laboratories and outline our experience after teaching it for seven years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2005:WDG, author = "Lecia J. Barker", title = "When do group projects widen the student experience gap?", journal = j-SIGCSE, volume = "37", number = "3", pages = "276--280", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067521", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a case study as a ``cautionary tale'' to faculty, demonstrating how students and instructors often perceive pressure to finish projects for clients. As a result of this pressure, and because students generally lacked any understanding of how to work well in groups, students selected their roles based on expediency or familiarity. This worked against the benefits of collaborative learning and learning new skills or concepts, widening the experience gap between males and females and across disciplines. Faculty should carefully consider the learning outcomes expected for students and find ways of ensuring they are achieved.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Krebs:2005:SBA, author = "Markus Krebs and Tobias Lauer and Thomas Ottmann and Stephan Trahasch", title = "Student-built algorithm visualizations for assessment: flexible generation, feedback and grading", journal = j-SIGCSE, volume = "37", number = "3", pages = "281--285", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067522", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students' understanding of algorithms and data structures can be assessed with the help of construction tasks where students have to build their own visualizations. It has been claimed that active construction of visualizations results in better learning outcomes than passive viewing or merely changing the input of a visualized algorithm. This paper presents a system for the generation, execution, and evaluation of construction tasks. Its key feature is the flexibility in all three stages, ranging from fully automated to fully manual generation and evaluation as well as several different types of automatic feedback during the execution phase. Besides its use in daily teaching, the system can serve as a test bed for evaluations regarding the effectiveness of visualizations in the learning process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Woit:2005:SCC, author = "D. Woit and K. Bell", title = "Student communication challenges in distributed software engineering environments", journal = j-SIGCSE, volume = "37", number = "3", pages = "286--290", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067523", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We investigate Non-Face-to-Face (NFtF) distributed collaboration in a population for which technology poses no barrier-students involved in distributed software engineering via Distance Learning. Our study finds students believe themselves significantly less effective in this environment because of lack of traditional non-verbal cues, in partial agreement with previous work. Based on our results, we identify potential problems and present activities to mitigate these so that NFtF oriented interactions may be made more effective for this group.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Deibel:2005:TFM, author = "Katherine Deibel", title = "Team formation methods for increasing interaction during in-class group work", journal = j-SIGCSE, volume = "37", number = "3", pages = "291--295", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067525", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In contrast to the student teams used for larger and longer group projects, in-class groups are often ephemeral, lasting for only a few minutes or until the end of the period. Because of this, little effort is put into forming these groups, usually letting the students self-select their teams. This paper argues that greater student interaction and learning can take place by using instructor-selected teams. Two group formation techniques for in-class group work, the latent jigsaw method and grouping students by Felder-Silverman learning styles, are presented. Observations from a classroom deployment of these techniques are also described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mendes:2005:IPP, author = "Emilia Mendes and Lubna Basil Al-Fakhri and Andrew Luxton-Reilly", title = "Investigating pair-programming in a 2nd-year software development and design computer science course", journal = j-SIGCSE, volume = "37", number = "3", pages = "296--300", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067526", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the results of a pair programming experiment conducted at the University of Auckland (NZ) during the first semester of 2004. It involved 300 second year Computer Science students attending a software design and construction course. We investigated similar issues to those reported in [26] and employed a subset of the questionnaires used by Laurie Williams et al. on the experiments presented in [26]. Our results support the use of pair programming as an effective programming/design learning technique.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davoli:2005:VSV, author = "Renzo Davoli and Michael Goldweber", title = "Virtual square ({$ V^2 $}) in computer science education", journal = j-SIGCSE, volume = "37", number = "3", pages = "301--305", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067528", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is common to name as virtual the imaginary space that can be created by software using computers and networks. This space is not only a set of processing and communications means and methods but it is also a space where humans can ``meet,'' exchange ideas, leave messages etc. Students in computer science must learn how to design, implement, manage and debug the systems and networks that create this virtual space. Furthermore, CS students need an experimental environment --a playground-- where they can develop their skills at creating and supporting these virtual environments. For this ``playground'' we propose a virtual world made up of emulated computer systems and emulated networks. This emulated world will be the students' testing environment, where they can run their own services, administer their own machines and set up security attacks without any danger to real networks and systems. It is a virtual space based on virtual machines and virtual networks but it is also a meeting place for computer science students, where they can test the effectiveness of their ideas. This ``space'' therefore is a twice virtual space, which we call virtual to the second power or virtual squared (V$^2$ ). It is a virtual environment that is a also virtual location (i.e., a town square) where different real computers, virtual systems and people can meet and communicate.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Crescenzi:2005:NIE, author = "Pilu Crescenzi and Giorgio Gambosi and Gaia Innocenti", title = "{NetPrIDE} an integrated environment for developing and visualizing computer network protocols", journal = j-SIGCSE, volume = "37", number = "3", pages = "306--310", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067529", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we present NetPrIDE, an integrated development environment for designing, implementing and visualizing computer network protocols, which has primarily been used for teaching computer networks. NetPrIDE makes use of an abstract and formal notation to clearly and firmly specify a protocol: once the protocol has been specified and the network topology has been fixed, the implementation and the visualization of the protocol is performed in a completely automated way.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Loftus:2005:EPP, author = "Chris Loftus and Mark Ratcliffe", title = "Extreme programming promotes extreme learning?", journal = j-SIGCSE, volume = "37", number = "3", pages = "311--315", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067531", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Extreme programming (XP) is an agile methodology claimed to promote the rapid development of software systems, enabling the accommodation of changing customer requirements during the project lifecycle without excessive cost penalties. The mechanisms used to achieve this require the software development team to maintain accurate tacit knowledge through extensive face-to-face communication and peer learning. This characteristic of XP, the authors argue, makes it a suitable tool in the teaching of new technologies to software engineering students. This is borne out by feedback from a group of fourth-year Master of Engineering (MEng) software engineering undergraduate students who undertook an XP-based project as part of their course. Furthermore, the authors argue that the methodology is best taught in its full form through group project work. This is most effective when undertaken in the latter years of a computer science or software engineering course, after the students have been exposed to more traditional, plan-based methodologies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanks:2005:SPC, author = "Brian Hanks", title = "Student performance in {CS1} with distributed pair programming", journal = j-SIGCSE, volume = "37", number = "3", pages = "316--320", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067532", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Pair programming has been shown to provide many pedagogical benefits, particularly for students who are learning to program. One drawback with pair programming is its collocation requirement, which makes it difficult for some students to enjoy these benefits. We report on an experiment with a tool that allows students to pair program from separate locations. Our results indicate that students who experience the increased flexibility of distributed pairing perform as well in their introductory programming course as students who have to physically meet in order to pair. These students are also as confident as the collocated students. We also confirm earlier results reported by others that pair programming results in greater student confidence and increased student performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Flood:2005:TPC, author = "Raymond Flood and Bob Lockhart", title = "Teaching programming collaboratively", journal = j-SIGCSE, volume = "37", number = "3", pages = "321--324", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067533", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a collaborative approach to teaching core programming concepts based on student debate and involving the Phoenix meta-language generator.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Verma:2005:VIA, author = "Rakesh M. Verma", title = "A visual and interactive automata theory course emphasizing breadth of automata", journal = j-SIGCSE, volume = "37", number = "3", pages = "325--329", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067535", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching Theory of Computation and learning it are both challenging tasks. Moreover, students are not sufficiently interested/motivated to learn this material since: (i) they believe that the material is dated and of little use and (ii) it is too abstract and difficult. To counter the first perception, we have developed materials to illustrate the breadth of finite automata concepts. To overcome the second problem we have: enhanced and integrated visualization software and historical background into newly-developed materials including homeworks and slides for lectures. Most of the materials are available at a web site for the course that we developed. Our preliminary experience is positive overall, but there are some remaining concerns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wermelinger:2005:PTF, author = "Michel Wermelinger and Artur Miguel Dias", title = "A {Prolog} toolkit for formal languages and automata", journal = j-SIGCSE, volume = "37", number = "3", pages = "330--334", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067536", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the first version of PFLAT (read ``P flat''), a collection of Prolog predicates that aims to provide a pedagogical implementation of concepts and algorithms taught in Formal Languages and Automata Theory (FLAT) courses. By ``pedagogical implementation'' we mean on the one hand that students should be able to easily map the implementation to the mathematical definitions given in lectures, and on the other hand that the toolkit should provide a library for students to implement further concepts and algorithms. In both cases the goal is to make students more confident in defining and manipulating the various kinds of languages and automata at a level beyond the one provided by visual simulators of automata. As such, PFLAT is not intended to replace but rather complement existing graphical tools. We believe the declarative, non-deterministic, and interactive nature of Prolog helps in building an executable specification of FLAT concepts and definitions that can be actively extended and explored by students, in order to achieve the stated goal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moreira:2005:IMR, author = "Nelma Moreira and Rog{\'e}rio Reis", title = "Interactive manipulation of regular objects with {FAdo}", journal = j-SIGCSE, volume = "37", number = "3", pages = "335--339", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067537", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "FAdo$^1$ is an ongoing project which aims the development of an interactive environment for symbolic manipulation of formal languages. In this paper we focus in the description of interactive tools for teaching and assisting research on regular languages, and in particular finite automata and regular expressions. Those tools implement most standard automata operations, conversion between automata and regular expressions, and word recognition. We illustrate their use in training and automatic assessment. Finally we present a graphical environment for editing and interactive visualisation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goold:2005:VST, author = "Annegret Goold and Arnold Pears and Mary Z. Last and Chris Beaumont and Swee Cheng Chew", title = "Virtual student teams: opportunities and challenges", journal = j-SIGCSE, volume = "37", number = "3", pages = "340--341", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067539", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this panel presentation, the five members will discuss their experiences of working with students in virtual teams. They will share some of the issues and problems they have had and also highlight some of the opportunities and challenges for students working collaboratively together. The virtual student team is defined as a group of students who have come together to perform a certain task and who communicate electronically to achieve that task. Student groups are transformed into teams with structure, purpose and the potential to achieve effective project work. The teams are temporary in that they may exist for a semester or for the life of a particular assessment task or project. Virtual student teams are usually geographically dispersed and thus often have members who are culturally different. There is a heavy reliance on the use of ICT for communication and collaboration within the team. The members of the panel have all had some research experience with teams and teamwork. They have all had different experiences with setting up and managing virtual student teams.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2005:TPE, author = "Joseph Bergin and Eugene Wallingford and Michael Caspersen and Michael Goldweber and Michael Kolling", title = "Teaching polymorphism early", journal = j-SIGCSE, volume = "37", number = "3", pages = "342--343", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067541", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Is it possible to teach dynamic polymorphism early? What techniques could facilitate teaching it in Java. This panel will bring together people who have considered this question and attempted to implement it in various ways, some more completely than others. It will also give participants an opportunity to explore the topic and to share their own ideas.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Weir:2005:DTJ, author = "George R. S. Weir and Tamar Vilner and Ant{\'o}nio Jos{\'e} Mendes and Marie Nordstr{\"o}m", title = "Difficulties teaching {Java} in {CS1} and how we aim to solve them", journal = j-SIGCSE, volume = "37", number = "3", pages = "344--345", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067543", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In 1971 Dijkstra noted that as a teacher of programming he 'feels akin to a teacher of composition at a conservatory. He does not teach his pupils how to compose a particular symphony, he must help his pupils to find their own style and must explain to them what is implied by this' [1]. In similar vein, Don Knuth suggests that 'computer programming is an art, because it applies accumulated knowledge to the world, because it requires skill and ingenuity, and especially because it produces objects of beauty' [2].Traditionally, most Computer Science programs offer an introductory programming methodology course (CS1). In recent years, many institutions have subjected this course to major changes. One common alteration has been a move from a procedural paradigm to an Object Oriented (OO) paradigm. In many cases, this is manifested as a change to programming in Java. Emerging from this transition is the apparent anomaly that many students fail to understand OOP concepts, especially when required to use them in problem solving. Our panel represents researchers from four different countries who have all encountered such problems with a CS1 course. In this light, the panel focuses on CS1 difficulties and aims to address solutions to the 'Java problem'. Although we bring our own insights to the considered issues, we aim to engage the panel audience in discussing the nature of the problem and the propriety of the proposed solutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carrasquel:2005:SEF, author = "Jacobo Carrasquel", title = "Students evaluating faculty: a subjective process", journal = j-SIGCSE, volume = "37", number = "3", pages = "346--346", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067545", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A common practice in colleges and universities across the US is to have students evaluate their faculty members. These evaluations, in most cases, are used for reappointments, promotions, and salary rises. For a longtime, I have believed that this system is subjective to many factors that have nothing to do with the quality and effectiveness of the faculty member. Other research has demonstrated that these evaluations depend of gender, course difficulty, grade expectancy, and other well know factors. This paper is the result of conducting student evaluations every 3 weeks during my last semester of teaching. The data will show that my evaluations fluctuate depending of many factors like weather, difficulty of assignments, mid-semester break, and students' mood.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2005:CCO, author = "John Impagliazzo", title = "Computing curricula overview project", journal = j-SIGCSE, volume = "37", number = "3", pages = "347--347", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067546", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a work in progress regarding the Overview Computing Project formerly known as Computing Curricula 2004 (CC2004). It will demonstrate the status of this work and highlight its salient features. These features include the scope of the computing areas of computer engineering, computer science, information systems, information technology, and software engineering. It will illustrate their commonalities and differences, and show some of the outcome expectancies of the graduates from these programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Benaya:2005:APJ, author = "Tamar Benaya and Ela Zur", title = "Advanced programming in {Java} workshop: teaching methodology", journal = j-SIGCSE, volume = "37", number = "3", pages = "348--348", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067547", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the Advanced Programming in Java Workshop given in the Computer Science (CS) department of the Open University of Israel (OUI). The workshop is based primarily on J2EE technologies. We will describe the methodology of the workshop which combines several academic skills which we believe every university graduate must be exposed to.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2005:UBI, author = "James H. Paterson and John Haddow and Miriam Birch and Alex Monaghan", title = "Using the {BlueJ IDE} in a data structures course", journal = j-SIGCSE, volume = "37", number = "3", pages = "349--349", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067548", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes the use of the BlueJ Java IDE in a data structures course. The BlueJ IDE is an excellent tool for teaching programming using an objects-first approach. Learners are able to create, inspect and interact with instances of classes without the requirement to initiate a process with a main method. The ability to inspect 'live' objects can provide insights in specific areas of programming beyond the basic concepts. We have made use of BlueJ in an introductory course on data structures for students who have previously learned object oriented programming using BlueJ. The course deals with stacks, queues, lists, binary trees and graphs. Descriptions, diagrams, animations and simulations can all play a part in understanding the way in which these structures store and provide access to their data. However, interacting directly with actual objects which have been instantiated from code which the student has written can make the data structure much more tangible. The capability in BlueJ to inspect an object and to navigate object references to inspect associated objects allows a direct visual exploration of the internal representation of a data structure. For example, BlueJ allows the student to write a linked list class, create and populate an instance of the class, and visually inspect the nodes of the list. Object references can be followed from node to node to traverse the list. This experiment provides strong contrast with a visualization of the storage in an array list. The point can be emphasized that data structures with the same interface can have completely different internal representations. Similarly, a graph data structure is represented diagrammatically in terms of vertices joined by edges. However, there are a number of ways in which graphs can be represented internally, including adjacency lists and adjacency matrices. An adjacency list representation consists of a list of vertices, each of which is associated with a list of edges originating from that vertex. BlueJ allows visual exploration of such a structure, which can then be related back to the diagrammatic representation. Since BlueJ also allows API class instances to be inspected, the internal representations used by the Java Collections Framework classes can be explored. The poster shows examples of visual exploration of data structures with BlueJ. Further materials will be available at: http://hamilton.bell.ac.uk/datastructures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamza:2005:IOO, author = "Haitham S. Hamza", title = "Introducing object-oriented analysis and design in lower-level undergraduate courses: a pattern-based approach", journal = j-SIGCSE, volume = "37", number = "3", pages = "350--350", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067549", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This research aims at developing a tool-supported method for introducing Object-Oriented Programming (OOP) in undergraduate courses while exposing students to the notion of OO Analysis and Design (OOAD).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marcelino:2005:LRS, author = "M. J. Marcelino", title = "Learning repetition structures in programming", journal = j-SIGCSE, volume = "37", number = "3", pages = "351--351", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067550", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A study conducted at the Universidade de Coimbra with first year students of programming classes of the Electrical Engineering and Computers Degree is described. The main objective of the study was to investigate how students learn the crucial aspect of control structures in programming, namely repetition structures, and if there are patterns of learning behavior that emerge.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bianco:2005:WCL, author = "Giovanni M. Bianco and Simonetta Tinazzi", title = "Why are children left out of the {CS} rethinking process?", journal = j-SIGCSE, volume = "37", number = "3", pages = "352--352", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067551", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Developing Computer Science curricula for children is a priority in most countries. In Italy, for example, the Minister of Education has recently reformed the Primary School curricula (6 to 10 years old). One of the main priorities concerns Computer Science. However, CS curricula for children do not seem to take into account ``their particular world'', since they are an ``abstraction'' or a reduction of classical Computer Science curricula for adults. In addition, children CS curricula are often left as the last topic of the ``rethinking processes'' in the Academic courses of Computer Science. Amazingly, there is a lack of attention on the ``crucial'' age for the development of many features concerning intellect and personality. New approaches need to be worked out to enhance children's imagination, so as to help them to better understand CS topics. The goal should not be devoted to CS Literacy, i.e., specific-but-limited applications. Indeed, the major objective must consider CS Fluency, i.e., building ``solid bases'' for CS knowledge. The process of rethinking Computer Science curricula, especially for children and youth does not seem to have started yet. There are many confirming signals on this. One of the most important evidence is a recently published and detailed analysis,``Oversold and Underused. Computers in the classroom'' by Larry Cuban (2001). The computer is taught as a mere tool which reshapes, restructures, resembles and substitutes other domestic devices: the typewriter, the game machine, the CD/DVD player, the TV and the Radio, and so on. As a result, creativity, one of the essential ingredients of a child, is still missing. Following these inadequate practices, children cannot learn, explore or find their own solutions, nor can they follow their ideas or try out new tools. On the contrary, children need to focus on imagination, self-identification, analogy, play, and many other features characterizing their bubbling world. At the University of Verona, we have been developing an original and well founded CS course for future children's teachers. The whole CS course is composed of eight modules, each one referring to features of a ``Realm'' (i.e., the PC): archivists, secret agents, carriers to the external world, travelling companies, ambassadors and Masters. The approach is designed to gain the child's interest; indeed, the story itself, how the people of the realm interact with each other and how they behave will attract and entertain the child. In the meantime, in this way, the student will also gain a deep understanding of computer architecture. This is the rationale lying at the basis of our research. Although at present there is no statistical evidence to support this contention, first feedbacks are encouraging: firstly, teachers have sufficient material and content (figures, novel ways of describing the hardware, ideas on how to describe hardware functioning principles) in order to prepare children's lessons; secondly, the children show deep interest in the ``hidden'' parts of the computer; and finally, their parents are also ``absorbed'' by the material. However, a highly efficient research team is needed to reach scientific results, statistical evidence, further development, etc. Is anyone interested in creating ``The fellowship of the CS children''?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ernest:2005:WMD, author = "J. C. Ernest and A. S. Bowser and S. Ghule and S. Sudireddy and J. P. Porter and D. A. Talbert and M. J. Kosa", title = "Weathering {MindStorms} with drizzle and {DIODE} in {CS0}", journal = j-SIGCSE, volume = "37", number = "3", pages = "353--353", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067552", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We introduce Drizzle, our new simple object-oriented scripting language for programming LEGO MindStorms robots, and DIODE, the Drizzle Integrated Object-Oriented Development Environment. Drizzle and DIODE have evolved from a student project into useful resources for our CS0 course. In this work we describe Drizzle and DIODE and discuss our experiences with them in our CS0 course. We are dismayed by the low retention rates of undergraduate majors in CS1 and CS2. To attempt to alleviate this problem, we introduced a new required CS0 course in Fall 2004. Its goals are to give students a breadth-first overview of CS and to expose them to algorithmic problem solving before immersing them in Java. We decided to use the MindStorms robots to accommodate student diversity, to introduce a fun element to the course, and to force the students to focus on problem analysis instead of detailed syntax. Our approach complements [2].Drizzle is a simple object-oriented scripting language. It supports repetition, selection, simple assignment statements, logical operators, numeric variables, and predefined objects representing components of a robot, i.e., sensors, motors, and the LCD display. Drizzle is purposely minimal to be suitable for students without prior programming experience. To encourage documentation, Drizzle supports comments. DIODE is the IDE that allows a MindStorms robot to be programmed in Drizzle. To achieve this, we used the leJOS API [3] to implement method call abstractions supporting the predefined objects. The IDE includes an intuitive GUI. It allows for automatic compilation of Drizzle code, including a translator from Drizzle to Java utilizing the predefined MindStorms objects. DIODE also directly interfaces to the robot's IR device. We provided these features because our typical user was familiar with text editing but was not familiar with command-line tools. Our CS0 course is currently taught in one 120-student section and meets 3 hours per week for 14 weeks. At least 3 hours are spent on each of algorithmic thinking and concepts of programming languages before Drizzle and DIODE are formally presented. The students see an actual problem with pseudocode and the corresponding Drizzle solution. A problem is then posed as a ``Drizzle Team Challenge''. Students must complete individual solution plans. The instructor then forms the student groups. Next, the teams produce solution plans. Finally, they are allowed to program with the actual robot. The lab has 3 computers with DIODE installed and 6 robots with 6 tracks. During the Fall 2004 offering, the 14 teams consisted of between 5 and 8 students. The large class size and small number of robots made smaller groups infeasible. No team solved the problem totally correctly during the first lab session. Not surprisingly, the smaller groups were more effective. All teams submitted at least a partial solution to the problem; 12 completed the solution. Students were excited about working with the robots. We are using Drizzle (and DIODE) again during Spring 2005. We expect to have smaller groups. We hope to evaluate the effectiveness of Drizzle; some possible approaches are additional questions in the course evaluation, surveys at the beginning and end of CS1, and analyses of CS1/CS2 retention rates. We may also compare the usage of Drizzle with the standard MindStorms approach and Alice [1].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ghafarian:2005:RET, author = "Ahmad K. Ghafarian", title = "Reverse engineering technique to enhance software engineering education", journal = j-SIGCSE, volume = "37", number = "3", pages = "354--354", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067553", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents our experience incorporating reverse engineering techniques on software engineering education to enhance the productivity of students' team projects. In this approach, the students were provided with an existing working software by the instructor. They were asked to evaluate the software, use the knowledge from the software's behavior and the application domain to define the task scenarios that reflect the interaction pattern and the services that the system provides to its environment. Consequently, the extracted patterns were used to develop the architectural design of the software system and rebuild a modified version of the software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mikulecky:2005:KSI, author = "Peter Mikulecky", title = "Knowledge sharing as an innovative educational practice: educating knowledge technologies", journal = j-SIGCSE, volume = "37", number = "3", pages = "355--355", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067554", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The objective of the poster is to describe an approach to the exploitation of nowadays very popular knowledge management methodology as an innovative educational practice in knowledge technologies teaching. This approach of extensive knowledge sharing can be considered as one of promising contribution to the practice of collaborative learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Muller:2005:GMG, author = "Orna Muller and Bruria Haberman", title = "Guidelines for a multiple-goal {CS} introductory course: algorithmic problem-solving woven into {OOP}", journal = j-SIGCSE, volume = "37", number = "3", pages = "356--356", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067555", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over the years educators have been debating about the most appropriate paradigm for teaching an introductory course in computer science (CS). Specifically, the pedagogical approach known as ``objects early'' or ``objects first'' is controversial [2,3,4]. One important reason for educators to argue against the objects early approach is their concern that starting with objects results in the learning of algorithmic problem-solving to be neglected [4]. In this poster we present a pedagogical framework for an introductory multiple-goal course in OOP based on weaving algorithmic pattern-based problem solving activities into OOD/P instruction [5].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hause:2005:DTP, author = "Martha L. Hause", title = "Distributed team performance in software development", journal = j-SIGCSE, volume = "37", number = "3", pages = "357--357", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067556", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "International collaboration gives students the opportunity to use different technologies for collaboration across time and distance as well as problem-solving experience with different cultures in a team-based environment. Results indicate that not only is communication crucial to a team's success but the process and timing of specific actions can have an impact on a team's software development performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Prakash:2005:CGA, author = "Edmond C. Prakash", title = "Computer game arena: a showcase for computer game projects", journal = j-SIGCSE, volume = "37", number = "3", pages = "358--358", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067557", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a Game Arena, which serves as a showcase for student projects in game programming and design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2005:TXW, author = "James H. Paterson and Frances McCormick and Gerry Creechan", title = "Teaching {XML} in a {Web} development context", journal = j-SIGCSE, volume = "37", number = "3", pages = "359--359", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067559", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster illustrates the way in which XML has been introduced in the context of a web development course. XML is an increasingly important technology with applications across a range of fields. It is therefore highly desirable that students gain meaningful exposure to this technology within the computing curriculum. The wide applicability of XML allows its concepts to be taught in a way which supports learning of specific topics in computer science. For example, the use of XML has been reported in courses on compilers[1] and computing theory[2].The main concepts of XML include: basic syntax; well-formed documents; valid documents with DTD and XML Schema; parsing and DOM; transformations with XSLT. Since the concepts involved in XML are essentially orthogonal to its applications, it is important that a strong context is provided to demonstrate these concepts. The programme within which we teach XML has a strong web development theme, so it seems appropriate to introduce it within this context. The approach we have taken is to study the various capabilities that XML provides to the web developer for content syndication and management, and for using and creating web services. The web development module within which XML is taught deals primarily with server-side scripting for dynamic web pages using ColdFusion. The structure of the XML content is as follows: Introduction to XML, comparison with HTML Creating well-formed and valid documents XSL transformations to produce web pages, with applications to RSS and ATOM Content syndication and newsfeeds Creating XML content from databases Content management systems Consuming and creating Web Services, SOAP and WSDL Experience in teaching this material suggests that the emphasis on practical and relevant applications within the web development context helps students to connect with the technology. Unless this connection is made, they often find that the concepts they are learning are rather abstract and that it is difficult to ``see the point'' of XML.The poster presentation will illustrate the tools and activities used in the course, together with examples of student work and evaluation of the approach taken. Further materials are available at http://hamilton.bell.ac.uk/teachingxml.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bass:2005:TAS, author = "Ilana Bass and Dvir Lanzberg", title = "Teaching to analyze solutions using {FGA}", journal = j-SIGCSE, volume = "37", number = "3", pages = "360--360", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067560", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster we introduce a problem encountered in ``Data Structures'' course: The difficulties students meet when they try to evaluate their own solutions. We present a tool we use to solve this problem.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2005:CPA, author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl J. Klee", title = "Curricular projects of the {ACM} two-year college education committee", journal = j-SIGCSE, volume = "37", number = "3", pages = "361--361", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067561", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presentation showcases the curricular guidelines developed by the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2005:RTU, author = "Michal Armoni and Judith Gal-Ezer", title = "Reductive thinking in undergraduate {CS} courses", journal = j-SIGCSE, volume = "37", number = "3", pages = "362--362", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067562", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Olsevicova:2005:ATM, author = "Kamila Olsevicova", title = "Application of topic maps in e-learning environment", journal = j-SIGCSE, volume = "37", number = "3", pages = "363--363", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067563", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The objective of the poster is to describe the application of topic maps technology in context of e-learning environment used at the university. Topic maps documents are presented as tool that can simplify navigation in plenty of various information and knowledge resources: except common digital learning objects, also printed materials or contacts to human experts can be linked to a single topic map document.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yehezkel:2005:CSA, author = "Cecile Yehezkel and Bruria Haberman", title = "``Computer science, academia, and industry'' educational project", journal = j-SIGCSE, volume = "37", number = "3", pages = "364--364", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067564", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A special program in Software Engineering (SE) for high school has been in operation in Israel whose aim is to expose young students to the field of computing. During their studies the students are required to develop a software project, and thus gain experience in software design. Usually the development processes do not fulfill essential professional requirements, and the students' products are rarely applicable to real world situations. This motivated the initiation of an educational program designated for advanced students. In the first stage of the program, a regional out-of-school class attends an enrichment workshop. In the second stage students develop projects under the apprenticeship-based supervision of professional instructors from academia and industry. The project is currently being implemented for the first time and is being evaluated.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pais:2005:TPA, author = "Rui Pais and Jo{\~a}o Paulo Barros", title = "Two possible approaches for an intermediate {GUI} course", journal = j-SIGCSE, volume = "37", number = "3", pages = "365--365", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067565", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents the main pros and cons of two approaches for introducing intermediate students to the use of a complex class library in the context of Graphical User Interface programming. The approaches use different programming languages, integrated programming environments, and frameworks. The frameworks are used mainly for the development of application program interfaces for graphical user interfaces. These are useful in latter courses and are also important for student motivation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hemmendinger:2005:CHI, author = "David Hemmendinger", title = "Computing history: interesting times", journal = j-SIGCSE, volume = "37", number = "3", pages = "366--366", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067566", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a course on the history of computing, designed for both a computer science program and for general undergraduate education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kay:2005:EUC, author = "David G. Kay and Andr{\'e} van der Hoek and Debra J. Richardson", title = "Extending undergraduate {CS} programs with informatics: emphasizing software and system design in context", journal = j-SIGCSE, volume = "37", number = "3", pages = "367--367", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067567", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster we describe the diversification of our undergraduate curricula in the computing disciplines at UC Irvine, in particular the creation of Bachelor of Science degree in Informatics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Massarelli:2005:DAP, author = "Riccardo Massarelli", title = "The difficult art of pruning in favour of creative thinking", journal = j-SIGCSE, volume = "37", number = "3", pages = "368--368", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067568", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The poster deals with the issue of creativity as one of the skills the students need to develop and master. The poster is based on two assumptions: (1) the traditional teaching method, generally speaking, tends to favour convergent thinking over divergent thinking; (2) the use of web based systems for teaching and learning may weaken the students' comprehension process. The poster describes the experience carried out as a tutor to support students attending Computer Science courses at the Facolt{\'a} di Economia (University of Bologna Sede di Rimini), where basic topics are taught with a project learning approach. The students, divided into groups (of 2 to 5 each), are asked to develop projects with Microsoft ACCESS and the tutor often meets them to discuss both design problems and code problems. Whenever students report their difficulties or doubts they offer the tutor a good opportunity. As lopper does with trees, the tutor can prune the dry branches of their wrong and too conventional solutions to make the tree of their creative thinking grow better. From this point of view the ability of the tutor becomes really crucial.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2005:CTP, author = "Judith Gal-Ezer and Mark Trakhtenbrot", title = "Challenges in teaching the pumping lemma in automata theory course", journal = j-SIGCSE, volume = "37", number = "3", pages = "369--369", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067569", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nugent:2005:DDV, author = "Gwen Nugent and Leen-Kiat Soh and Ashok Samal and Suzette Person and Jeff Lang", title = "Design, development, and validation of a learning object for {CS1}", journal = j-SIGCSE, volume = "37", number = "3", pages = "370--370", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067571", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A learning object is a structured, standalone media resource that encapsulates high quality information to facilitate learning and pedagogy. In this paper, we describe our approach to design, develop, and validate learning objects for CS1. In particular, we focus on one learning object that teaches students about classes and objects. SCORM (Shareable Content Object Reference Model) standards and ACM/IEEE-CS Computing Curriculum 2001 form the basis of our design. Each learning object is self-contained and by design, the length of the content section is kept short to retain student interest. The learning object has a glossary providing definitions to key terms and a help menu. Each learning object covers a core Computer Science topic addressed by four components: (1) A brief tutorial or explanation including definitions, rules, and principles, (2) A set of real-world examples illustrates key concepts and includes worked examples and problems, models, and sample code, (3) A set of practice exercises provides important active experiences to the student, with constructive feedback to student responses, (4) A set of problems graded by the computer provides a final assessment. Our instructional design also incorporates theories of multimedia learning, providing guidance on the effective combination of text, graphics audio, and Flash animation. We also report on a pilot evaluation where students rated the learning object highly in terms of its design, usefulness, and appropriateness. We present student achievement results, comparing achievement of students participating in traditional face-to-face laboratory activities versus students using the Web-based learning object. A between-group post-test only research design showed no significant achievement difference between the two groups. Results confirm our belief that the use of modular, Web-based learning objects can be used successfully for independent learning and are a viable option for distance delivery of course components. Encouraged by these results, our project and research is continuing Fall 2004, with the development of additional learning objects and instrumentation mechanisms tracking real-time dynamic activity-based data. The ``Practice Exercises'' section of our ``Simple Class'' learning object, for example, has four exercise modules: (1) class identification, where students are asked to identify whether an item is an appropriate candidate as a class (Abraham Lincoln vs. President, for example), (2) data members and methods, where students interact with an animation (with sound) to identify the appropriate data members for a dog class, (3) dissect a class definition, where students are given code with highlighted segments and are asked to label each segment into either ``class'', ``method name'', ``data member'', or ``method body'', and (4) building a class, where students are given a heterogeneous set of data members and methods, and must pick the appropriate ones to build a class; if the selection is correct, the Java-based class will be expanded accordingly with specific Java code. For each exercise, we provide extensive real-time feedback for each response. Figure 1 shows a screen shot of one of the exercises on data members and methods.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stamouli:2005:EES, author = "Ioanna Stamouli and Marjahan Begum and Rebecca Mancy", title = "{ExploreCSEd}: exploring skills and difficulties in programming education", journal = j-SIGCSE, volume = "37", number = "3", pages = "371--371", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067572", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "ExploreCSEd is a collaborative project funded by the HE Academy --- Information and Computer Sciences. The aim of the project is to investigate the skills and difficulties involved in learning to program by gathering data from students and educators in multiple institutions and bringing these together for analysis.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bures:2005:KBS, author = "Vladimir Bures and Daniela Ponce", title = "Knowledge-based support of newcomers integration into an organization", journal = j-SIGCSE, volume = "37", number = "3", pages = "372--372", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067573", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Every employer should try to help new employees to integrate and adapt into an organization. The realization of organizational processes can be facilitated once the necessary information can be easily retrieved and the proper task-solving procedure is learnt. To support the tasks solution several tools have been designed: e-course, ``Yellow Pages'' and Communities of Practice and Interest.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dias:2005:MML, author = "Artur Miguel Dias", title = "Moving from mailing lists to {Web}-based discussion forums", journal = j-SIGCSE, volume = "37", number = "3", pages = "373--373", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067574", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report on some of our experience in using the WEB to promote the communication between students and teachers, focusing on the ongoing migration from mailing lists to Web-based discussion forums in our Department.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosenthal:2005:IRU, author = "Tammy Rosenthal", title = "Introducing recursion by using multimedia", journal = j-SIGCSE, volume = "37", number = "3", pages = "374--374", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067575", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents our experience in introducing recursion by using multimedia.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hood:2005:TIC, author = "Cynthia S. Hood and Dennis J. Hood", title = "Toward integrating computing concepts into the {K}-12 curriculum", journal = j-SIGCSE, volume = "37", number = "3", pages = "375--375", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067576", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A key to achieving widespread IT fluency is to make it part of the K-12 curriculum. Along these lines, there have been significant, ongoing efforts to motivate and establish standards for both students and teachers. This paper describes our experiences teaching K-12 teachers technology concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Prakash:2005:IFL, author = "Edmond C. Prakash", title = "Implicit functions lab: a collaboratory for computer graphics", journal = j-SIGCSE, volume = "37", number = "3", pages = "376--376", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067577", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the design and development of a web-based collaboratory to teach computer graphics and to enhance peer-to-peer learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turban:2005:BMB, author = "Georg Turban and Guido R{\"o}{\ss}ling and Christoph Trompler", title = "Bridging media breaks in presence presentations", journal = j-SIGCSE, volume = "37", number = "3", pages = "377--377", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067578", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The integration and fusion of different media input streams into one unique presentation stream is very important for maintaining the live aspect in recordings. The described core component of the Digital Lecture Hall [2] handles these requirements. It also supports annotating any content, as well as database storage for further processing of all collected materials.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2005:WAW, author = "Vicki L. Almstrum and Mary Z. Last", title = "What attracts women to {CS?}", journal = j-SIGCSE, volume = "37", number = "3", pages = "378--378", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067579", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents the findings of a study that used grounded theory methodology to analyze hypothesized reasons for why women choose computing as a profession. Preliminary analysis has resulted in four categories of attraction factors that validate research results from other gender studies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2005:ULH, author = "John Impagliazzo", title = "Use a little history", journal = j-SIGCSE, volume = "37", number = "3", pages = "379--379", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067580", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a work in progress regarding the use of history in computing courses. Its focus revolves around the Computing History Resources and Adaptation (CHRAD) project, partially funded by the National Science Foundation. Elements of the presentation include how history can make computing courses interesting and how it can stimulate greater appreciation between technological and social issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stelios:2005:UHA, author = "Xinogalos Stelios and Satratzemi Maya", title = "Using hands-on activities for motivating students with {OOP} concepts before they are asked to implement them", journal = j-SIGCSE, volume = "37", number = "3", pages = "380--380", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067581", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nodelman:2005:CAC, author = "Vladimir Nodelman and Bruria Haberman", title = "Complex analysis in computer graphics course", journal = j-SIGCSE, volume = "37", number = "3", pages = "381--381", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067582", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation describes our experience in computer graphics teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lindholm:2005:DOU, author = "Morten Lindholm", title = "Development of object-understanding among students in the humanities", journal = j-SIGCSE, volume = "37", number = "3", pages = "382--382", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067583", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a on-going empirical study, inspired by phenomenography, aiming at understanding how students from the humanities learn the concepts of objects and object-orientation during a programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Truong:2005:ELP, author = "Nghi Truong", title = "The environment for learning to program", journal = j-SIGCSE, volume = "37", number = "3", pages = "383--383", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067585", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stelios:2005:HAP, author = "Xinogalos Stelios and Satratzemi Maya", title = "The hands-on activities of the programming microworld {objectKarel}", journal = j-SIGCSE, volume = "37", number = "3", pages = "384--384", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067586", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gallego-Carrillo:2005:SVT, author = "Micael Gallego-Carrillo and Francisco Gort{\'a}zar-Bellas and Jaime Urquiza-Fuentes and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "{SOTA}: a visualization tool for symbol tables", journal = j-SIGCSE, volume = "37", number = "3", pages = "385--385", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067587", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Urquiza-Fuentes:2005:RCW, author = "Jaime Urquiza-Fuentes and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Reusable collections of {Web}-based program animations", journal = j-SIGCSE, volume = "37", number = "3", pages = "386--386", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067588", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2005:OTC, author = "Amruth N. Kumar", title = "Online tutors for {C++\slash Java} programming", journal = j-SIGCSE, volume = "37", number = "3", pages = "387--387", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067589", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Medeiros:2005:UPS, author = "Pedro D. Medeiros and Vitor A. Duarte and M. Cecilia Gomes and Rui F. Marques", title = "Using a {PC} simulator to illustrate input-output programming techniques", journal = j-SIGCSE, volume = "37", number = "3", pages = "388--388", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067591", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present our use of the Bochs PC emulator in a series of practical assignments that, in a basic computer architecture course, introduce polling and interrupt-based input-output programming techniques.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2005:AJ, author = "Joseph Bergin", title = "Academic jeopardy", journal = j-SIGCSE, volume = "37", number = "3", pages = "389--389", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067592", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A simple Java application is presented that can assist an instructor to carry on a review of a linked set of topics in a fun way. It encourages students to express the necessary ideas in their own words. It is available from the author.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pais:2005:UFM, author = "Rui Pais and Jo{\~a}o Paulo Barros", title = "Use of flash movies for teaching {GUI} programming", journal = j-SIGCSE, volume = "37", number = "3", pages = "390--390", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067593", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper proposes the use of Flash movies when introducing students to the use of a complex Integrated Development Environment in the context of a GUI programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Granger:2005:LTC, author = "Mary J. Granger", title = "Learning technical concepts with collaboration and communication skills", journal = j-SIGCSE, volume = "37", number = "3", pages = "391--391", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067594", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation describes a method for improving technical skills at the same time as collaboration and communication skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Simon-Hurtado:2005:LUF, author = "Ma Ar{\'a}nzazu Sim{\'o}n-Hurtado and Carlos Vivaracho-Pascual", title = "Learning {UNIX} in first year of computer engineering", journal = j-SIGCSE, volume = "37", number = "3", pages = "392--392", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067595", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe an experience of cooperative learning for teaching the UNIX operating system in first year of Computer Engineering that helps the students to work with constancy, motivates them to attend the laboratory sessions, stay with the subject, and promotes social and communication skills. This methodology has been very satisfactorily valued by the students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bass:2005:IID, author = "Ilana Bass and Dvir Lanzberg", title = "Iterative implementation of {DFS}", journal = j-SIGCSE, volume = "37", number = "3", pages = "393--393", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067596", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we emphasize that a separation between the definition and the implementations of a data structure is not obvious. Both teachers and textbooks authors must be aware of this fact and prepare the learning material accordingly. We find that the exercise presented below helps the students understand this difference.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hovis:2005:MCF, author = "Robert A. Hovis", title = "Managing the complexity in first year programming", journal = j-SIGCSE, volume = "37", number = "3", pages = "394--394", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067597", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a method for managing the complexity in CS2.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2005:PPL, author = "Amruth N. Kumar", title = "Projects in the programming languages course", journal = j-SIGCSE, volume = "37", number = "3", pages = "395--395", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067598", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2005:TLJ, author = "Henrik B{\ae}rbak Christensen", title = "{TS-05}: 150 lines of {Java} with high architectural complexity", journal = j-SIGCSE, volume = "37", number = "3", pages = "396--396", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067599", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In the short time span available in a software architecture course, it is difficult to find a software system that is both interesting from an architectural perspective and so small that it does not overwhelm the students. We present TS-05 which is a bare 150 line Java ``toy-system'' that never-the-less exhibits architectural complexity and challenges that emphasize the usefulness of architectural concepts, primarily views, quality attributes and connectors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clark:2005:HFS, author = "Eric Clark", title = "Hacking as a form of ``self-improvement''", journal = j-SIGCSE, volume = "37", number = "3", pages = "397--397", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067601", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When does hacking one's own property pose an ethical problem?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Freitas:2005:PVT, author = "S{\'e}rgio Freitas and Maria Beatriz Carmo and Ana Paula Afonso", title = "A personalized visualization tool for geo-referenced information", journal = j-SIGCSE, volume = "37", number = "3", pages = "398--398", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067602", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are developing a prototype for the visualization of geo-referenced information. The data is organized in several topics. The user interactively selects the geographical region and the topics he/she is interest on. The main features of this prototype are: filtering mechanisms to control the amount of data displayed; representations with different levels of detail selected according to the scale of representation. In order to include semantic criteria to reduce the amount of data to display, we use a degree of interest function.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Morgado:2005:MAM, author = "Carmen Morgado and Lu{\'\i}s Soares", title = "{MIG21 API}: multimedia interactive groups {API}", journal = j-SIGCSE, volume = "37", number = "3", pages = "399--399", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067603", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster we present the MIG21 API's main functionalities and two example applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pisa:2005:BRN, author = "Ricardo Pisa and Vasco Ferreira and Elisabete Jesus and Bruno Carlos", title = "{BRaiN} research network", journal = j-SIGCSE, volume = "37", number = "3", pages = "400--400", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067604", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the main problems of any research team, working in health case studies, is to find a significant number of eligible patients for that specific research. Most of these patients' selection is based on their clinical files, clinical history, possible examinations and/or evaluations made to them during their time of infirmity. Most of the times, this information, is dispersed and inaccurate, so the tendency is for it to be lost. In some cases the information is not accessible at all. The main objective of the BRaiN project is to create an infrastructure capable of helping research teams' work in the field of neurology/neuropsychology and multiple sclerosis. Partly, this help comes from the development of a working methodology that takes advantage of the tools and capabilities offered by system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pohlhaus:2005:EED, author = "William Pohlhaus", title = "Ethical engagement with data collection efforts related to fighting terrorists and terrorism in the context of recent events", journal = j-SIGCSE, volume = "37", number = "3", pages = "401--401", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067605", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster discusses the problems with collection of data on citizens for the protection of the public. In particular, it focuses on the problems of misinformation, lack accountability and anonymity of those who collect such information.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Silvestre:2005:PGV, author = "Miguel Silvestre and Maria Pinto-Albuquerque and M. B. Carmo and A. P. Cl{\'a}udio and J. D. Cunha and H. Coelho", title = "A platform for the generation of virtual environments inhabited by intelligent virtual humans", journal = j-SIGCSE, volume = "37", number = "3", pages = "402--402", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067606", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a platform to build virtual environments inhabited by autonomous virtual humans. We propose an architecture comprising several software components assembled to define a platform. The architecture includes a $3$D-modelling software, a rendering engine, a library for simulating rigid body dynamics and an agent development framework.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alvim:2005:TBI, author = "Duarte Alvim", title = "Taking the bus in the information highway system", journal = j-SIGCSE, volume = "37", number = "3", pages = "403--403", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067607", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Roads are everywhere and if there are those that don't use them directly, we all derive advantage from them. In developed countries, computers and the network infrastructure may very well be comparable to roads. But, as with roads, a computer and/or a network per se do nothing without a means to use them. We must have something equivalent to a car --- the software! In this poster we explore whether we can build a public software grid based on free software that brings benefits to the state and to the individual.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boavida:2005:MGE, author = "Miguel Boavida and Jo{\~a}o Paulo Santos and Pedro Assun{\c{c}}{\~a}o and Luis Soares and Jo{\~a}o Luz and Ricardo Viegas", title = "The {MulE} game engine extending online role-playing games", journal = j-SIGCSE, volume = "37", number = "3", pages = "404--404", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067608", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The work presented in this poster reflects the first results drawn from the implementation of the MulE Game Engine, an open-source architecture implemented to develop realistic MMORPGs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2005:M, author = "Leon Davis", title = "{MindMapX}", journal = j-SIGCSE, volume = "37", number = "3", pages = "405--405", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067609", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Mind Mapping is a diagramming technique that allows its users to effectively capture, learn, manipulate and develop information. It has the potential to radically enhance an individual's capacity to learn, in both a single user and group environment and has been proven to do so in a wide variety of fields. MindMapX is a multi user Mind Mapping application that is being developed with the express intention of unlocking Mind Mapping's potential.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Geller:2005:TME, author = "Viktor Geller and Christelle Scharff", title = "Traditional and more ``exotic'' {.NET} languages: {VB .NET}, {J\#}, {C\#} and {SML .NET}", journal = j-SIGCSE, volume = "37", number = "3", pages = "406--406", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067610", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We study the .NET platform, various .NET languages and their interoperability (with an emphasis on C\# and SML .NET), compare C\# and Java 1.5, and develop related educational material to be used in a Programming Paradigms course. Introducing .NET --- one platform supporting different paradigms --- in such a course seems to be a unique experience in Computer Science Education. It may be a motivating factor for students to learn new programming languages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gomes:2005:SBB, author = "Raquel Gomes and Ricardo Seabra and Jo{\~a}o Ventura and Nuno Guedes", title = "{SoundSpaces}: behavior based control system for multimedia systems", journal = j-SIGCSE, volume = "37", number = "3", pages = "407--407", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067611", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The SoundSpaces project in general serves as a framework to develop highly interactive and non-deterministic multimedia applications without the need to have programming or technical skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gould:2005:UIC, author = "John Gould and Matthew Schaefer", title = "User interface considerations for older users", journal = j-SIGCSE, volume = "37", number = "3", pages = "408--408", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067612", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Larkworthy:2005:ELF, author = "Thomas Larkworthy", title = "Evolution lab: the flexible user friendly robot research tool", journal = j-SIGCSE, volume = "37", number = "3", pages = "409--409", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067613", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Evolution Lab is a software engineering MEng. project that allows complex robot designs to be simulated in a real world environment. Evolution Lab was created as a research tool. The system is extendible and embeddable so that it can be customized for use in a wide area of robotic problem domains. It has also been engineered to be user friendly so that its standard features are quickly available to the user without the need of extensive documentation. Included with Evolution Lab is an evolutionary computing library, this allows the system to be used in the evolutionary robotics domain.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lawrence:2005:XXX, author = "Richard Lawrence", title = "[4]cite", journal = j-SIGCSE, volume = "37", number = "3", pages = "410--410", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067614", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "4cite is a web-based citation package that allows users to store, import, export, and share reference sources. 4cite allows users to access their reference source collection using any internet ready PC. The reference sources can be cited from within word processing packages and bibliographies can be automatically generated. The project is compatible with the Library of Congress Metadata Object Description Schema (MODS). The package is fully extendable allowing users to create new input types at runtime. 4cite allows users to share references among colleagues, which simplifies document writing with multiple authors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liccardi:2005:UDD, author = "Ilaria Liccardi and Su White", title = "Understanding disciplinary differences: an insight into selecting effective e-learning approaches", journal = j-SIGCSE, volume = "37", number = "3", pages = "411--411", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067615", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents research into ways in which electronic based methods can be used in teaching. Specifically it wishes to examine how appropriate techniques and technologies may be selected, tailored and combined for effectiveness, based on disciplinary differences. The research reviews existing literature, surveys existing practices and research into new techniques which may be adopted for electronic learning. It also analyses quantitative and qualitative data gathered from interviews with students across a number of academic disciplines.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Penha-Lopes:2005:WUO, author = "Joana Matos Penha-Lopes", title = "Why use an open source e-voting system?", journal = j-SIGCSE, volume = "37", number = "3", pages = "412--412", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067616", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "All voting systems, electronic or manual, are prone to flaws. Which is best, open or closed e-voting?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vinha:2005:RLO, author = "Antonio Vinha", title = "Reusable learning objects: theory to practice", journal = j-SIGCSE, volume = "37", number = "3", pages = "413--413", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067617", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a project that consists of a study about the reusability of Learning Objects (LOs), focused in educational aspects, and based on an empirical investigation. This investigation uses the evaluation approach and is currently in progress. The poster briefly explains the nature of LOs, the reusability concept and the methodology used in the project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walls:2005:IVE, author = "David C. Walls", title = "Integrating views on ethical behavior for computer professionals in an interdisciplinary environment", journal = j-SIGCSE, volume = "37", number = "3", pages = "414--414", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067618", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster explores the connections among the ideas presented in several well-known papers and shows that, taken together, they provide a justification and guideline for the creation of a new standard of practice for those involved in the production of complex systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roiger:2005:TIC, author = "Richard J. Roiger", title = "Teaching an introductory course in data mining", journal = j-SIGCSE, volume = "37", number = "3", pages = "415--415", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067620", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The goal is to supply the participant with the tools to teach a course or unit about data mining and knowledge discovery. A basic understanding of the benefits and limitations of data mining as a problem-solving strategy will be offered. Several data mining techniques will be discussed. Prior knowledge about data mining and the knowledge discovery process is not necessary.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2005:TFP, author = "Joseph Bergin and Eugene Wallingford", title = "Test-first pair-programming tutorial", journal = j-SIGCSE, volume = "37", number = "3", pages = "416--416", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067621", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This hands-on tutorial covers two practices of Extreme Programming (XP): Test-First programming and Test-Driven Development. It focuses on the deeper aspects of these practices, including how they affect productivity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guimaraes:2005:CDA, author = "Mario Guimaraes", title = "Constructing database applications for {PDA} using the {.NET} framework", journal = j-SIGCSE, volume = "37", number = "3", pages = "417--417", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067622", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This tutorial will give participants the necessary knowledge to create applications using the .NET framework as well as create applications for a PDA. We will give an overview of different technologies available for creating PDA applications, but we will focus primarily on Visual Basic .NET, Appforge's Crossfire, Sybase's Ultralite, and the Pocket PC. Links to popular Database (http://coffee.kennsaw.ed , etc.) sites as well as popular sites for constructing .NET and PDA applications will be presented (briefly). We will also talk about how we currently teach a graduate course with mobile databases as well as database courseware developed at our institution. This is a hands-on workshop --- pocket pc or pocket pc simulator will be available for use by workshop attendees.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2005:LRA, author = "Amruth N. Kumar", title = "{LEGO} robots and {AI}", journal = j-SIGCSE, volume = "37", number = "3", pages = "418--418", month = sep, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1151954.1067623", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This tutorial will present how instructors can incorporate LEGO robots into their AI course with minimal time, effort, and resource commitment. The tutorial will: (1) cover the principles behind using robots for knowledge-based, open-laboratory projects; (2) share the design and details of several projects; (3) work the participants through sample solutions to a few of the projects, preferably hands-on; and finally, (4) discuss alternatives to LEGO and knowledge-based projects in AI. Participants will be able to apply the tutorial materials immediately to their AI course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Estrin:2005:ITE, author = "Thelma Estrin and Frederik Nebeker", title = "An interview with {Thelma Estrin}", journal = j-SIGCSE, volume = "37", number = "4", pages = "6--13", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113849", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#EstrinN05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "I am delighted that Dr. Thelma Estrin, Professor Emerita in Computer Science at the University of California, Los Angeles, has agreed to share some of her experiences with you by means of this interview. Thelma and I work together on the IEEE History Committee and I felt it was important that SIGCSEites learn a part of her successful career. Thelma is a pioneer in biomedical engineering and was one of the first to use computer technology to solve problems in medical research. She helped design Israel's first computer, the WEIZAC, and was the first woman elected to national office as vice president of IEEE. Thelma has received the Achievement Award from the Society of Women Engineers and she is a model of excellence for women entering the field of engineering or computing. The dialogue that follows is a verbatim re-presentation of excerpts from an interview conducted over a dozen years ago. I do apologize, but due to content balance and space constraints, only parts of the interview appear. I hope you enjoy it. Thanks, Thelma.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2005:ASP, author = "Don Gotterbarn", title = "Antipodal shock: professionalism turned upside down", journal = j-SIGCSE, volume = "37", number = "4", pages = "14--15", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113851", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Gotterbarn05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Recently I heard a consultant in the South Pacific discuss a product for developing better software. Later investigation, unfortunately, showed that he had not discussed some of this product's obvious and potentially harmful defects. As I thought about this incident, I was struck by how much harm a lack of candor about a product's failings can do to unsuspecting users, and how inconsistent this failure to warn of potential problems was with professional ethics. I was also reminded of how self-defeating this sort of behavior can be.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2005:DDP, author = "Tony Clear", title = "Disciplined design practices: a role for refactoring in software engineering?", journal = j-SIGCSE, volume = "37", number = "4", pages = "15--16", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113853", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Clear05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Reflecting upon the recent experience of teaching our undergraduate software engineering course has caused me to revisit several questions at the core of the discipline. What is the essence of software design, how should it be taught and how does it relate to software engineering?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2005:ISP, author = "John T. Gorgone", title = "Information systems: program location, business component, and accreditation", journal = j-SIGCSE, volume = "37", number = "4", pages = "16--18", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113855", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Gorgone05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The ACM, the IEEE-CS and the Association for Information Systems (AIS) are society members of CSAB, Inc. and are joined together in support of promoting quality assurance of computing programs in the United States. They are interested in the description and defining characteristics of each computing program including information systems. They have a stake in identifying the number IS programs offered, their location within the university structure, and the quality of programs being presented to the public.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2005:MMP, author = "Raymond Lister", title = "Mixed methods: positivists are from {Mars}, constructivists are from {Venus}", journal = j-SIGCSE, volume = "37", number = "4", pages = "18--19", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113857", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Lister05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "You can't work in Computer Science Education Research for very long without stumbling into a religious war over qualitative versus quantitative methods. Recently, I read a general education paper [1] where the authors were brave (or foolish) enough to advocate ``mixed methods''. That is, they advocate the use of both quantitative and qualitative methods within a single study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2005:WSS, author = "Henry MacKay Walker", title = "What should be in a syllabus?", journal = j-SIGCSE, volume = "37", number = "4", pages = "19--21", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113859", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Walker05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Students typically receive a syllabus at an early meeting of a course. Sometimes, schools provide faculty with guidelines or a template for the content of these handouts, but more often syllabi may display considerable variation in both the topics covered and the level of detail given. This article presents my perspectives on the purposes of a syllabus and its content. Other documents, of course, might cover some of this content. Traditionally, such syllabi were distributed in paper form, although distribution now may include e-mail or course web pages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2005:FAT, author = "Robert D. Campbell", title = "Forthcoming activities in the two-year college setting", journal = j-SIGCSE, volume = "37", number = "4", pages = "21--22", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113861", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Campbell05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The ACM Two-Year College Education Committee (ACM TYCEC) is actively seeking individuals to participate in several forthcoming initiatives. The following details these activities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2005:ROA, author = "Jeffrey Popyack", title = "Recognizing outstanding achievement", journal = j-SIGCSE, volume = "37", number = "4", pages = "22--24", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113863", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Popyack05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Greetings! There has been much good news this year for Upsilon Pi Epsilon, and I am only too eager to report it. We distributed \$44,950 in student awards directly this year, plus an additional \$2700 in contributions to IEEE-CS and CCSC awards. This was enabled through a high level of membership and growth in chapters. It's amazing that last year was the first year we reached the \$30,000 mark.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2005:OMC, author = "Peter B. Henderson", title = "One-minute column", journal = j-SIGCSE, volume = "37", number = "4", pages = "24--26", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113865", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Henderson05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The last Math CountS column I wrote six months ago --- seems like such a long time. Tony Ralston's editorial ``Do We Need ANY Mathematics in Computer Science Curricula?'' appeared in that issue of inroads. I hope you have read and were able to discuss it with others.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2005:QC, author = "David Ginat", title = "Queens on a chessboard", journal = j-SIGCSE, volume = "37", number = "4", pages = "26--27", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113867", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ginat05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Can you place N queens on an NxN chessboard such that none of them will threaten the others? It is easy find such a placement for an 8x8 board. It is also simple to develop a recursive, backtracking program to produce such a placement for any N ({N$>$3}). However, the recursive execution may be very costly. Can you offer an efficient, systematic way for generating such a placement for any N?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2005:DCE, author = "Nick Parlante", title = "A day for {CS} education", journal = j-SIGCSE, volume = "37", number = "4", pages = "27--28", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113869", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Parlante05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "For this column, I'd like to share a few ideas that came out of Bay Area CSE Day 2005. Bay Area CSE day was one-day gathering of CSE people, started with a simple invitation on the SIGCSE list. The event was not elaborately prepared --- I just asked a few people to give 15-minute presentations about topics of interest, and then left a lot of time in between for discussion. The regular SIGCSE conference has a lot of high quality prepared material in the presentations, but there never seems to be enough time discussion and interaction. As a low-effort gathering, CSE Day gave us a few interesting presentations and then lots of time to go around the table and share ideas. At a basic level, I find it refreshing and energizing just to be in a room with other people who care about the same things that I care about, so I encourage others who are thinking about organizing one-day events.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2005:RVP, author = "C. Dianne Martin", title = "Removing the veil: personal reflections on educating women in {Dubai}", journal = j-SIGCSE, volume = "37", number = "4", pages = "30--33", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113871", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Martin05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This article is a personal reflection on the culture and the education of young women in the United Arab Emirates, a group of seven emirates along the Persian Gulf, which has only been a federated nation since 1971. The rapid pace of development in the UAE and the desire of the rulers to educate women to become leaders in the country's workforce were the impetus for the creation of Zayed University in 1998. The social impact of introducing computer laptops and Internet access for all students is described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McConnell:2005:ACLb, author = "Jeffrey J. McConnell", title = "Active and cooperative learning: more tips and tricks (part {II})", journal = j-SIGCSE, volume = "37", number = "4", pages = "34--38", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113872", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#McConnell05a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Active and cooperative learning provides one way to encourage student involvement with course material. This second article in a series on active and cooperative learning discusses different levels of risk in class exercises and how activities can be designed to minimize that risk. Asking questions and class discussions are ways to enliven the classroom. Ways to use these techniques at various risk levels are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2005:MNC, author = "Mordechai (Moti) Ben-Ari", title = "{Minesweeper} as an {NP}-complete problem", journal = j-SIGCSE, volume = "37", number = "4", pages = "39--40", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113873", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Ben-Ari05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Richard Kaye's demonstration that a puzzle based on the Minesweeper game is NP-complete makes this important computer science topic accessible to high school students. The resource described here is a set of slides showing the detailed solution of two introductory puzzles, following by the step-by-step simulation of digital circuit elements required for proving NP-completeness.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Standish:2005:UPP, author = "Thomas A. Standish and Norman Jacobson", title = "Using {$ O(n) $} {ProxmapSort} and {$ O(1) $} {ProxmapSearch} to motivate {CS2} students ({Part I})", journal = j-SIGCSE, volume = "37", number = "4", pages = "41--44", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113874", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#StandishJ05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/SE/alspaugh.bib", abstract = "Presenting ``cool'' algorithms to CS2 students helps convince them that the study of data structures and algorithms is worthwhile. An algorithm is perceived as cool if it is easy to understand, very fast on large data sets, uses memory judiciously and has a straightforward, short proof --- or at least a convincing proof sketch --- using accessible mathematics. To illustrate, we discuss two related and relatively unknown algorithms: ProxmapSort, discussed here, and ProxmapSearch, to be discussed in Part II.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hadjerrouit:2005:CGP, author = "Said Hadjerrouit", title = "Constructivism as guiding philosophy for software engineering education", journal = j-SIGCSE, volume = "37", number = "4", pages = "45--49", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113875", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hadjerrouit05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Within the last few years constructivism has attracted both computer science and software engineer educators, because of its potential for improving academic learning. Currently, however, the application of constructivism is limited to examples in specific contexts so that it is difficult to transfer them to other institutions or even other courses. To apply effectively constructivism to software engineering and computer science education, instructors need a generic pedagogical model for translating constructivist principles into practice. This paper reports on the application of a pedagogical model for translating constructivism into a Web-based course in object-oriented software engineering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kazemian:2005:STC, author = "Fereydoun Kazemian and Trudy Howles", title = "A software testing course for computer science majors", journal = j-SIGCSE, volume = "37", number = "4", pages = "50--53", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113876", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#KazemianH05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "The ability to program is a fundamental skill for Computer Science (CS) majors, and most CS programs introduce programming concepts through a sequence of courses. In fact, ``programming courses offer skills and training that meets many of the needs expressed by students, their near-term employers, and non-CS faculty'' [3, p. 24]. However, in most of these courses, relatively little time is spent in teaching students how to program well and how to test and locate defects; much of the focus is in teaching language constructs, syntax, and basics of programming. As more topics are introduced and the discipline continues to broaden, it has become nearly impossible to add new topics or required courses without removing others. This paper documents the rationale and procedures in developing an undergraduate testing and debugging elective course for Computer Science majors. It identifies the methodology used to select available tools, and documents the rationale in designing the course and developing its outcomes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goulding:2005:IRC, author = "Tom Goulding and Rita DiTrolio", title = "Incorporating realistic constraints into a student team software project", journal = j-SIGCSE, volume = "37", number = "4", pages = "54--58", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113877", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#GouldingD05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Instruction in the theory and practice of the System Design Life Cycle is a significant component of introductory software engineering courses. In this study, project development pressures and management realities, which imitate those found in an industrial setting, were used to enhance student team projects. This paper examines the results of those constraints and presents an assessment of student experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hitchcock:2005:ICV, author = "Leo Hitchcock", title = "Industry certification: value, validity, and a place for {SoDIS\reg}", journal = j-SIGCSE, volume = "37", number = "4", pages = "59--63", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113878", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Hitchcock05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Industry certification is a veritable juggernaut driven by several dynamics: candidates seeking to boost knowledge, skills, status, and remuneration; the industry and professional associations seeking to set minimum standards, and raise the bar of competency levels; employers seeking ways to better qualify job candidates; consumers demanding knowledgeable and skilled professionals; and product vendors demanding highly competent technicians implement and support their products. Academic institutions are integrating industry certification in their curricula. A certification for the SoDIS (Software Development Impact Statements) methodology of ethics-based risk assessment has been mooted.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wu:2005:TGA, author = "Mingshen Wu", title = "Teaching graph algorithms using online {Java} package {IAPPGA}", journal = j-SIGCSE, volume = "37", number = "4", pages = "64--68", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113879", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Wu05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Teaching and learning graph algorithms is a great challenge to both instructors and students. Instructors are seeking software that is specifically designed to demonstrate the algorithms and for students to learn these algorithms efficiently. The software program should be readily available and provide an environment so that students are able to review the algorithm, solve a practical problem, and intuitively study the working process via a graphical display all together. This paper presents an ``Internet Accessible Program Package for Graph Algorithms'' (IAPPGA) developed by the author. This package can be accessed via an Internet browser at any time, anywhere without downloading or installing any software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2005:CEC, author = "Nell Dale", title = "Content and emphasis in {CS1}", journal = j-SIGCSE, volume = "37", number = "4", pages = "69--73", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113880", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Dale05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "In the spring of 2004, 351 faculty members responded to a survey concerning the content and topic emphasis in the first course in computing. The survey targeted two different groups of faculty, one SIGCSE members and the other faculty who had contacted a medium-sized publisher of Computer Science textbooks. The questions fell into five categories: design methodology, general programming issues, object-oriented issues, software engineering issues, and other topics. The results are analyzed and, where possible, some conclusions are drawn.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yusof:2005:EPC, author = "Azwina M. Yusof and Rukaini Abdullah", title = "The evolution of programming courses: course curriculum, students, and their performance", journal = j-SIGCSE, volume = "37", number = "4", pages = "74--78", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113881", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#YusofA05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This paper describes the programming courses curriculum implemented by the Faculty of Computer Science and Information Technology (FCSIT), University of Malaya (UM) from the year 1995 to the present time. It explains the idea and logic behind the various programming courses offered at the faculty, the changes that the programming courses went through throughout the years, and also the future plans that FCSIT shall take with regards to the programming courses offered. It also discusses the students' performance in the core programming courses throughout the years; taking into account the feedback from companies that offered placements to students during their industrial training, and also their examination results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lapidot:2005:SDM, author = "Tami Lapidot and Orit Hazzan", title = "Song debugging: merging content and pedagogy in computer science education", journal = j-SIGCSE, volume = "37", number = "4", pages = "79--83", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113882", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#LapidotH05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This article suggests a song debugging activity that brings together two key ideas --- the analogy between learning and debugging and the pedagogical potential of music in Computer Science Education (CSE). The paper can be viewed as the fourth in a series of papers published in inroads about the course Methods of Teaching Computer Science in the High School, but it can also stand on its own merit, since it discusses issues that are relevant to CSE in general.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aycock:2005:CC, author = "John Aycock and Jim Uhl", title = "Choice in the classroom", journal = j-SIGCSE, volume = "37", number = "4", pages = "84--88", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113883", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#AycockU05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Not all decisions that an instructor makes about a course are well-founded and set in stone. Indeed, for some decisions, students can be empowered with choices that allow them to take control of some aspects of their coursework. We describe two techniques for accomplishing this: time banks and contract weighting. Time banks are a way of allowing students to customize assignment deadlines; contract weighting is a novel derivation of contract grading which allows students to set their own assignment weights. Both have been tried in the classroom, and proffer benefits to the students and the instructor. Surprisingly, neither requires much effort from the instructor to implement. We report on six years' worth of experience with times banks and one year of experience with contract weighting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lai:2005:TCA, author = "Yiu-chi Lai", title = "Teaching computer applications to pre-school teachers through problem based learning approach", journal = j-SIGCSE, volume = "37", number = "4", pages = "89--92", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113884", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Lai05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Traditional computer training heavily depends on lectures, systematic demonstrations, and intensive hands-on tasks. However, most tasks are not stimulating and the skills learnt are not transferable to other situations. Certainly, these artificial learning activities cannot cater for individual needs. On the contrary, we observe that problem-based learning activities are quite suitable for teaching computer applications and always help students develop problem solving skills. This paper will discuss how we use this approach in teaching computer applications to non-computing students such as in-service pre-school teachers", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Or-Bach:2005:EBM, author = "Rachel Or-Bach", title = "Educational benefits of metadata creation by students", journal = j-SIGCSE, volume = "37", number = "4", pages = "93--97", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113885", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Or-Bach05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Repositories of learning objects are developed and used by computer science educators especially for the teaching of programming, data types, and algorithms. Developing a learning object requires decisions about the granularity and the respective metadata for further retrieval. In this paper, we describe educational advantages of learning activities that deal with metadata creation by students. The learning objects relate to computer programming examples that the students use and reuse throughout a course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rajaravivarma:2005:GBA, author = "Rathika Rajaravivarma", title = "A games-based approach for teaching the introductory programming course", journal = j-SIGCSE, volume = "37", number = "4", pages = "98--102", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113886", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Rajaravivarma05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Introductory programming courses in computer science aim at building an effective foundation for the development of programming skills. A prudent way to develop these skills is by emphasizing problem solving and logical thinking. This paper proposes a games-based approach, as a way of engaging students and developing these skills. Common mistakes of novice programmers in traditional courses are summarized. Word and number games are used to illustrate the potential benefits of a games-based approach, which minimizes such mistakes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sorenson:2005:HCA, author = "Jonathan P. Sorenson", title = "An honors course on {Alan M. Turing}", journal = j-SIGCSE, volume = "37", number = "4", pages = "103--106", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113887", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Sorenson05; http://portal.acm.org/; https://www.math.utah.edu/pub/bibnet/authors/t/turing-alan-mathison.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "In this paper, I share my experiences teaching a non-majors, upper-division honors course on Alan M. Turing during the fall semester of 2003.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pillay:2005:ISC, author = "Nelishia Pillay and Vikash R. Jugoo", title = "An investigation into student characteristics affecting novice programming performance", journal = j-SIGCSE, volume = "37", number = "4", pages = "107--110", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113888", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#PillayJ05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Novice programmers usually experience difficulties when programming for the first time. The main aim of the study presented in this paper is to identify those characteristics that negatively effect procedural programming performance, so that additional support can be provided in the instruction of programming courses for students possessing these characteristics. Investigations were conducted at two South African tertiary institutions. At both institutions a first course in Java programming, focussing on procedural programming aspects, was used for purposes of the study. The characteristics investigated were the student's problem solving ability, gender, learning style, first language and previous computer experience. The study revealed that a student's problem solving ability and first language definitely have an impact on his or her programming performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klinger:2005:SCS, author = "William J. Klinger", title = "Stanislavski and computer science", journal = j-SIGCSE, volume = "37", number = "4", pages = "111--114", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113889", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#Klinger05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Computer science concepts can be difficult for new students to grasp fully. As educators, we look for ways to give our students not only an understanding of a concept but also insight. In the acting profession, actors face a similar situation where they need to understand their characters in depth. The method of having an actor ``become'' a character is one that can also be applied to computer science education. This paper explores the method of having computer science students ``become'' a concept and act out their roles. This method has been very effective in helping students gain insights into computer science concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Naps:2005:DXB, author = "Thomas L. Naps and Guido R{\"o}{\ss}ling and Peter Brusilovsky and John English and Duane J. Jarc and Ville Karavirta and Charles Leska and Myles F. McNally and Andr{\'e}s Moreno and Rockford J. Ross and Jaime Urquiza-Fuentes", title = "Development of {XML}-based tools to support user interaction with algorithm visualization", journal = j-SIGCSE, volume = "37", number = "4", pages = "123--138", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113891", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#NapsRBEJKLMMRU05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "As a report of a working group at ITiCSE 2005, this paper represents a vision of the use of XML specifications and tools in algorithm visualization, particularly with regard to supporting user interaction. A detailed description is given of how an interesting event to be visualized is decomposed, combined with interactive questions, narratives, control flow code and metadata, and finally rendered into graphical primitive and transformation specifications. The heart of the paper is our discussion of XML specifications for content generation (the object being visualized), interactive questions, and graphical primitives and transformations, with briefer discussions of narratives and metadata. Examples are provided for each in an appendix, with fuller details to be published on an associated website that we hope will become a source of future standards in this area. In conclusion, the approach of the working group is discussed, and important remaining challenges are identified.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fuller:2005:FSL, author = "Ursula Fuller and June Amillo and Cary Laxer and W. Michael McCracken and Joseph Mertz", title = "Facilitating student learning through study abroad and international projects", journal = j-SIGCSE, volume = "37", number = "4", pages = "139--151", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113892", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#FullerALMM05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "Computer science is inherently international but its effective application depends on an understanding of the local culture in which it is being used. Students and faculty need to be prepared to operate in this global environment. This ITiCSE working group report discusses why an international dimension is an important component of a computer science, student's education. It describes ways to add an international dimension to student learning and provides several case studies as examples. Barriers to international study are identified, and recommendations for how to do more to expand the international opportunities of computer science students are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pears:2005:CCL, author = "Arnold Pears and Stephen Seidman and Crystal Eney and P{\"a}ivi Kinnunen and Lauri Malmi", title = "Constructing a core literature for computing education research", journal = j-SIGCSE, volume = "37", number = "4", pages = "152--161", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#PearsSEKM05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "After four decades of research on a broad range of topics, computing education has now emerged as a mature research community, with its own journals, conferences, and monographs. Despite this success, the computing education research community still lacks a commonly recognized core literature. A core literature can help a research community to develop a common orientation and make it easier for new researchers to enter the community. This paper proposes an approach to constructing and maintaining a core literature for computing education research. It includes a model for classifying research contributions and a methodology for determining whether they should be included in the core. The model and methodology have been applied to produce an initial list of core papers. An annotated list of these papers is given in appendix A.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2005:SCC, author = "Lillian N. Cassel and Anneke Hacquebard and Andrew D. McGettrick and Gordon Davies and Richard J. LeBlanc and Charles Riedesel and Yaakov L. Varol and Gail T. Finley and Samuel Mann and Robert H. Sloan", title = "A synthesis of computing concepts", journal = j-SIGCSE, volume = "37", number = "4", pages = "162--172", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113894", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#CasselHMDLRVFMS05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This is the report of Working Group 4 of the ITiCSE Conference of 2005. The working group met to introduce some new participants into an ongoing project designed to explore the representation of all the computing and information related disciplines in a single, comprehensive, graphical and interactive structure. The goal of the work is to support the classification of research work, the development of curriculum recommendations and accreditation criteria, and the analysis of proposed programs of study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2005:BSH, author = "Vicki L. Almstrum and Lecia Jane Barker and Barbara Boucher Owens and Elizabeth Adams and William Aspray and Nell B. Dale and Wanda Dann and Andrea Lawrence and Leslie Schwartzman", title = "Building a sense of history: narratives and pathways of women computing educators", journal = j-SIGCSE, volume = "37", number = "4", pages = "173--189", month = dec, year = "2005", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1113847.1113895", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:22 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse37.html#AlmstrumBOAADDLS05; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2005.bib", abstract = "This working group laid the groundwork for the collection and analysis of oral histories of women computing educators. This endeavor will eventually create a body of narratives to serve as role models to attract students, in particular women, to computing; it will also serve to preserve the history of the female pioneers in computing education. Pre-conference work included administration of a survey to assess topical interest. The working group produced aids for conducting interviews, including an opening script, an outline of topics to be covered, guidelines for conducting interviews, and a set of probing questions to ensure consistency in the interviews. The group explored issues such as copyright and archival that confront the large-scale implementation of the project and suggested extensions to this research. This report includes an annotated bibliography of resources. The next steps will include training colleagues in how to conduct interviews and establishing guidelines for archival and use of the interviews.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pattis:2006:CSC, author = "Richard Pattis", title = "Can't sing, can't act, can dance a little: (on choosing the right dancing partners)", journal = j-SIGCSE, volume = "38", number = "1", pages = "1--1", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121343", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The title of my talk comes from a Hollywood executive's comments on Fred Astaire's screen test. Much later, Katherine Hepburn remarking on Fred's eventual success with his most frequent partner said, ``Fred gave Ginger [Rogers] class, and Ginger gave Fred sex [appeal]''. I was surprised and delighted to win this award, and it started me thinking about how I got to where I am today. In my talk, I'll look back at 36 years of learning and teaching programming, and reflect on my many ``dancing'' partners. Some were around for a short time, some I dance with still, and some I dance with only in my dreams. In some cases, I led; in other cases I followed. Some dances were as graceful as a waltz, while others were more like an Apache dance. During this talk I'll find some time to discuss ``a view from the trenches'' of four decades of teaching introductory programming, and if I can muster the courage, speculate on the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{OLeary:2006:LBC, author = "Mike O'Leary", title = "A laboratory based capstone course in computer security for undergraduates", journal = j-SIGCSE, volume = "38", number = "1", pages = "2--6", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121346", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a laboratory based capstone course in computer security for undergraduates. The course is based on a sequence of hands-on laboratory exercises for four teams of students. It emphasizes defensive tools and techniques at the expense of attacks; it also takes a network centered view where student teams set up and configure entire networks. In this paper, we describe the course, how it fits into the curriculum, and the laboratory facilities we have developed. We then present the details of some of our lab exercises, and discuss the lessons that we have learned.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{George:2006:DSC, author = "Binto George and Anna Valeva", title = "A database security course on a shoestring", journal = j-SIGCSE, volume = "38", number = "1", pages = "7--11", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121347", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Database security has paramount importance in industrial, civilian and government domains. Despite its importance, our search reveals that only a small number of database security courses are being offered. In this paper, we share our experience in developing and offering an undergraduate elective course on database security with limited resources. We believe that database security should be considered in its entirety rather than being component specific. Therefore, we emphasize that students develop and implement a database security plan for a typical real world application. In addition to the key theoretical concepts, students obtain hands-on experience with two popular database systems. We encourage students to learn independently making use of the documentation and technical resources freely available on the Internet. This way, our hope is that they will be able to adapt to emerging systems and application scenarios.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yu:2006:TWS, author = "H. Yu and W. Liao and X. Yuan and J. Xu", title = "Teaching a {Web} security course to practice information assurance", journal = j-SIGCSE, volume = "38", number = "1", pages = "12--16", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121348", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a hybrid teaching approach, a new Web Security course as well as how to use the hybrid approach to teach the Web Security course to practice information assurance. The hybrid teaching approach contains three key issues that are keeping the lecture materials up-to-date, assigning former research projects as comprehensive team projects, and connecting classroom knowledge with real world web applications. We have applied this approach to the teaching a Web Security course and achieved excellent results. Our experience exhibits that integrating education, research and web applications into the Web Security course to practice information assurance are essential for a sound security education. Using this approach instructors connect knowledge in the classroom to real world applications, attract students to the security area, and train students to become information assurance professionals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2006:WCG, author = "Laurie Murphy and Brad Richards and Ren{\'e}e McCauley and Briana B. Morrison and Suzanne Westbrook and Timothy Fossum", title = "Women catch up: gender differences in learning programming concepts", journal = j-SIGCSE, volume = "38", number = "1", pages = "17--21", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121350", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a multi-institutional study that used categorization exercises (known as constrained card sorts) to investigate gender differences in graduating computer science students' learning and perceptions of programming concepts. Our results show that female subjects had significantly less pre-college programming experience than their male counterparts. However, for both males and females, we found no correlation between previous experience and success in the major, as measured by computer science grade point average at graduation. Data also indicated that, by the time students completed their introductory courses, females reported nearly equal levels of mastery as males of the programming concepts. Furthermore, females generally considered the programming concepts to be no more difficult than did the men.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frieze:2006:CED, author = "Carol Frieze and Orit Hazzan and Lenore Blum and M. Bernardine Dias", title = "Culture and environment as determinants of women's participation in computing: revealing the {``women-CS} fit''", journal = j-SIGCSE, volume = "38", number = "1", pages = "22--26", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121351", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There are some arguments that suggest women need academic handholding, such as a ``female friendly'' curriculum, in order for them to participate and be successful in computer science and related fields. Then there are other arguments that suggest we need to change the field to suit women or help women adjust to the field. In this paper we present a different perspective that shows none of these may be necessary. The ``Women-CS Fit'' is already there! Specifically, under certain cultural and environmental conditions we can see that women fit very well into computing fields and what we have been attributing to gender is actually the result of cultural and environmental conditions. The reasons for women participating in --- or not participating in --- the field of computer science have little to do with gender and a lot to do with culture. In other words, we need to recognize that this is a cultural issue, and an issue that concerns us all. Appropriate local interventions in the micro-culture can have large effect. This argument is illustrated in this paper by three case studies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carter:2006:WSA, author = "Lori Carter", title = "Why students with an apparent aptitude for computer science don't choose to major in computer science", journal = j-SIGCSE, volume = "38", number = "1", pages = "27--31", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The statistics show that the number of Computer Science majors is dropping across the United States. Possible reasons include a reduced number of jobs in the field, an incorrect perception of what Computer Scientists do, and the students' disinterest due to a lack of familiarity with the subject. The reasons may be different for males and females. This paper reports on a study in which 836 high school calculus and pre-calculus students were surveyed to try to determine why students with an apparent aptitude for CS did not pursue a major in Computer Science. The results supported some of the hypotheses for declining enrollment, and rejected others. The top reasons for rejecting the major were the same for both genders, but the reasons for choosing the major differed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mead:2006:CTS, author = "Jerry Mead", title = "A compiler tutorial scaled for the programming languages course", journal = j-SIGCSE, volume = "38", number = "1", pages = "32--36", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the structure of two, self-paced, language-translation tutorials that integrate nicely into a principles-based undergraduate programming languages course, thus bringing material normally covered in a compiler course down into the context of a traditional programming languages course. The primary goal of the tutorials is to provide students with useful models for programming language principles as well as a very basic introduction to compiling techniques, including tokenizing, parsing, static semantic checking, and code generation. The paper also exposes a pedagogic technique of repeated exposure that drives the success of these tutorials.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Standley:2006:PLP, author = "Hilda M. Standley", title = "'Programming language paradigms' instruction through designing a new paradigm", journal = j-SIGCSE, volume = "38", number = "1", pages = "37--40", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121355", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduate and master's students enrolled in a programming language paradigms class are given the assignment to design a new programming language paradigm. The students are asked to develop a paradigm concept, demonstrate the utility of the paradigm for programmed solutions, and outline a sample programming language. Resulting student-designed paradigms from this class fall into three loosely defined categories: connection with a physical item, modeling a process, and representing program structure. The resulting class experience demonstrates that students can think and create beyond existing paradigms and features of languages to the level of abstraction that defines a new paradigm.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2006:USI, author = "Michael R. Wick and Daniel E. Stevenson", title = "On using scheme to introduce {Prolog}", journal = j-SIGCSE, volume = "38", number = "1", pages = "41--45", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The traditional way to teach Prolog is to have students start by writing recursive mathematical definitions of the problems they are trying to solve. While this is an effective technique, it does not fit well into a Programming Languages course that uses a single demonstration language to illustrate the different paradigms. Thus, we have developed an approach to introduce students to Prolog via our demonstration language, Scheme. Additionally, we performed an experiment to determine if the Scheme to Prolog approach is as effective at introducing Prolog as the more traditional recursive mathematical definition approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Decker:2006:TLG, author = "Adrienne Decker and Phil Ventura and Christopher Egert", title = "Through the looking glass: reflections on using undergraduate teaching assistants in {CS1}", journal = j-SIGCSE, volume = "38", number = "1", pages = "46--50", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over the last several years, there have been reports of many institutions using undergraduate students as teaching assistants (UTAs) in the classroom for CS1 as well as other courses in the curriculum. The literature has shown successes over a wide range of class sizes and UTA responsibilities. At University at Buffalo, we have been using undergraduates as teaching assistants in our CS1 course since Spring 2002, and have been impressed with the results. Throughout the deployment of the UTA program, the instructors of CS1 have observed that when UTAs are utilized in the classroom, both the students and the UTAs themselves benefit from their interactions. The UTAs have also become actively involved in providing feedback about the course design and have been suggesting improvements to assignments and in-class examples. They have also been involved in the process to hire new UTAs to replace those that are graduating. We have observed that such interactions have improved the UTAs sense of investment and ownership in the CS1 course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Niezgoda:2006:SST, author = "Sebastian Niezgoda and Thomas P. Way", title = "{SNITCH}: a software tool for detecting cut and paste plagiarism", journal = j-SIGCSE, volume = "38", number = "1", pages = "51--55", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121359", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Plagiarism of material from the Internet is a widespread and growing problem. Computer science students, and those in other science and engineering courses, can sometimes get away with a ``cut and paste'' approach to assembling a paper in part because the expected style of technical writing is less expositional than in liberal arts courses. Detection of cut and paste plagiarism is time-consuming when done by hand, and can be greatly aided by automated software tools. This paper reports on the design of a software tool called SNITCH that implements a fast and accurate plagiarism detection algorithm using the Google Web API. Issues related to plagiarism detection software are discussed and empirical results of a performance and accuracy study are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Noonan:2006:BEG, author = "Robert E. Noonan", title = "The back end of a grading system", journal = j-SIGCSE, volume = "38", number = "1", pages = "56--60", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The phases of a grading system are discussed, namely: delivery, assessment, marking, review, and return. A system which addresses the back end, namely, the last three phases, is described. Late binding of marks to a graded project is used, simplifying the revision process. The use of the system by various courses and its benefits are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McNally:2006:DLM, author = "Myles McNally and Michael Goldweber and Barry Fagin and Frank Klassner", title = "Do {Lego Mindstorms} robots have a future in {CS} education?", journal = j-SIGCSE, volume = "38", number = "1", pages = "61--62", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosmaita:2006:ACS, author = "Brian J. Rosmaita and Katherine Deibel and Robert F. Cohen and Mary Anne L. Egan", title = "Accessibility and computer science education", journal = j-SIGCSE, volume = "38", number = "1", pages = "63--64", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121363", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denning:2006:RCC, author = "Peter Denning and Andrew McGettrick and Paul Rosenbloom and Larry Snyder", title = "Re-centering computer science", journal = j-SIGCSE, volume = "38", number = "1", pages = "65--66", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cortina:2006:DHC, author = "Thomas J. Cortina and Richard McKenna", title = "The design of a history of computing course with a unique perspective", journal = j-SIGCSE, volume = "38", number = "1", pages = "67--71", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe the design and implementation of a new history of computing course that includes personal and historical perspectives from faculty members to supplement the course material. Despite decreasing enrollments in our computer science courses, this new course has achieved significantly large enrollments and a wide audience due to this unique faculty perspective in addition to the approval of this course as a general education requirement that addresses the implications of science and technology on society.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gousie:2006:RWP, author = "Michael B. Gousie", title = "A robust {Web} programming and graphics course for non-majors", journal = j-SIGCSE, volume = "38", number = "1", pages = "72--76", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Web Programming, Graphics, and Design is a course with no prerequisites that teaches non-computer science majors how to create their own sophisticated web pages. The course begins with the use of popular software such as Dreamweaver and Fireworks and then progresses to writing interactive web pages in Java. Students learn how to program with Java's Abstract Window Toolkit (AWT) as well as the graphics library, leading to the creation of $3$D images. Solving problems involving mathematics is a theme throughout much of the course. Finally, following Wheaton College's curricular emphasis on inter-departmental offerings, the course is linked with Graphic Design I in the Art Department, enabling students to learn the design portion in even greater depth.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cliburn:2006:CCL, author = "Daniel C. Cliburn", title = "A {CS0} course for the liberal arts", journal = j-SIGCSE, volume = "38", number = "1", pages = "77--81", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a non-major introductory course in computer science, specifically for students at a liberal arts institution. College-wide writing and speaking requirements across the curriculum are supported through a variety of assignments. The computer science department has experienced many benefits as a result of offering this course, including improved performance by students in introduction to programming and greater enrollment numbers across departmental courses. Suggestions for improving future offerings of the class are also proposed in the paper.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Xu:2006:CCT, author = "Li Xu and Fred G. Martin", title = "Chirp on crickets: teaching compilers using an embedded robot controller", journal = j-SIGCSE, volume = "38", number = "1", pages = "82--86", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121370", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditionally, the topics of compiler construction and language processing have been taught as an elective course in Computer Science curricula. As such, students may graduate with little understanding or experience with the useful techniques embodied in modern compiler construction. In this paper, we present the design of Chirp, a language specification and compiler implementation. As a language, Chirp is based on Java/C syntax conventions and is matched with the stack-based virtual machine that is built into the simple yet versatile Handy Cricket educational robot controller. As a compiler, the Chirp design is a series of Java components. These modules demonstrate key compiler construction techniques including lexing, parsing, intermediate representation, semantic analysis, error handling and code generation. We have designed a 6-week teaching module to be integrated into an intermediate-level undergraduate programming class. In the module, students will incrementally build the Chirp compiler, culminating with code generation for the Cricket controller. They will test their work on both physical Cricket-based robots and a web-based Cricket simulator. The Chirp system and our pedagogical design provides a realistic and engaging environment to teach compilers in undergraduate core programming courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Waite:2006:CCT, author = "William M. Waite", title = "The compiler course in today's curriculum: three strategies", journal = j-SIGCSE, volume = "38", number = "1", pages = "87--91", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The broadening of computer science education has called into question the roles of many traditional core courses. In order to remain viable, courses such as compiler construction must provide a coherent view of their subject matter that fits with the rest of the institution's curriculum. Three strategies have evolved for this course. As described in this paper, each strategy provides a model that a professor can use to design an appropriate course for their situation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frens:2006:FCF, author = "Jeremy D. Frens and Andrew Meneely", title = "Fifteen compilers in fifteen days", journal = j-SIGCSE, volume = "38", number = "1", pages = "92--96", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121372", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Traditional approaches to semester-long projects in compiler courses force students to implement the early stages of a compiler in depth; since many students fall behind, they have little opportunity to implement the back end. Consequently, students have a deep knowledge of early material and no knowledge of latter material. We propose an approach based on incremental development and test-driven development; this approach solves the emphasis problem, provides experience with useful tools, and allows for such a course to be taught in a three or four weeks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tran:2006:ETT, author = "Sam Phu Manh Tran and T. Andrew Yang", title = "Evaluations of target tracking in wireless sensor networks", journal = j-SIGCSE, volume = "38", number = "1", pages = "97--101", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Target tracking is one of the most important applications of wireless sensor networks. Optimized computation and energy dissipation are critical requirements to maximize the lifetime of the sensor network. There exists a demand for self-organizing and routing capabilities in the sensor network. Existing methods attempting to achieve these requirements, such as the LEACH-based algorithms, however, suffer either redundancy in data and sensor node deployment, or complex computation incurred in the sensor nodes. Those drawbacks result in energy use inefficiency and/or complex computation overhead. OCO, or Optimized Communication and Organization, is an algorithm that ensures maximum accuracy of target tracking, efficient energy dissipation, and low computation overhead on the sensor nodes. Simulation evaluations of OCO are compared with other two methods under various scenarios.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bullers:2006:VMI, author = "William I. {Bullers, Jr.} and Stephen Burd and Alessandro F. Seazzu", title = "Virtual machines --- an idea whose time has returned: application to network, security, and database courses", journal = j-SIGCSE, volume = "38", number = "1", pages = "102--106", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Virtual machines provide a secure environment within which students may install, configure, and experiment with operating system, network, and database software. This paper describes experiences teaching three advanced courses in system and network administration, information security and assurance, and database administration using VMware workstation in a shared student laboratory. The paper describes benefits and challenges in course and lab configuration, security, and administration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DeHart:2006:ONL, author = "John DeHart and Fred Kuhns and Jyoti Parwatikar and Jonathan Turner and Charlie Wiseman and Ken Wong", title = "The open network laboratory", journal = j-SIGCSE, volume = "38", number = "1", pages = "107--111", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121376", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Open Network Laboratory (ONL) is a remotely accessible network testbed of high performance routers which has been designed with an eye towards ease of use for users from the na{\"\i}ve to the expert. The system is built around a set of high-performance routers that are extendible and easily configurable through the Remote Laboratory Interface (RLI), an intuitive graphical interface. The RLI also makes it easy to configure packet filters in the routers, assign flows or flow aggregates to separate queues with configurable QoS and attach hardware monitoring points to real-time charts. The RLI's real-time charts and user data facility make it easy to directly view the effects of traffic as it moves through a router, allowing the user to gain better insight into system behavior and create compelling demonstrations. Each port of the router is equipped with an embedded processor that supports software plugins which allow users to extend the system's functionality. This paper describes the ONL and how it can be used in networking education. Our web site onl.arl.wustl.edu includes a short video and a tutorial.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Osborne:2006:TSW, author = "Lawrence J. Osborne", title = "Thinking, speaking, and writing for freshmen", journal = j-SIGCSE, volume = "38", number = "1", pages = "112--116", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our entering freshmen have little experience with the underlying concepts of computer science and information technology, and they are not familiar with the process of absorbing new information through listening and reading and cooperating with other well-trained individuals to increase their knowledge and skills in a subject. Simply making group assignments requiring research papers and presentations does not enable students to appreciate this process which is a characteristic of all fields of scientific inquiry today. Most of our upper division courses have team projects, but student culture resists effective teamwork. We have established a course for freshman entitled ``Thinking, Speaking, and Writing in Computer Science'' in which we try to lay the groundwork for group work in later classes by fostering a sense of interdependence among team members, accountability of individual students to the team in the form of preparation and completion of project tasks, frequent meetings to promote team goals, the development of social skills required for collaboration, and the value of group discussion of strategies in problem solving. Although the course has been in existence only two years, our department has observed that students are finding that following this approach to learning leads to improved academic performance, and that students are becoming more adept in learning skills as they realize the benefits that accrue from our approach to intelligent interaction with their peers and instructors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hoffman:2006:BWL, author = "Mark E. Hoffman and Timothy Dansdill and David S. Herscovici", title = "Bridging writing to learn and writing in the discipline in computer science education", journal = j-SIGCSE, volume = "38", number = "1", pages = "117--121", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Writing in Computer Science education is typically writing to communicate to a professional audience--also known as ``writing in the discipline.'' (WID) A few Computer Science educators have promoted ``writing to learn'' (WTL) for active learning. A gap exists between these two forms of writing that inhibits the general adoption of writing in Computer Science. We propose that ``bridging'' informal WTL assignments to formal disciplinary writing as a way of promoting general adoption of writing across all courses, thus improving thinking and writing skills for all Computer Science students. We include examples of assignments that bridge writing to learn and writing in the discipline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Etlinger:2006:FWT, author = "Henry A. Etlinger", title = "A framework in which to teach (technical) communication to computer science majors", journal = j-SIGCSE, volume = "38", number = "1", pages = "122--126", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121380", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a framework in which to consider designing an entire course for Computer Science majors that covers both technical communications as well as more general communication issues. By utilizing abstraction, we're able to fashion a framework that allows instructors to design specific course elements that meet their needs or priorities. We take advantage of many other efforts reported upon in the past that discuss processes that students can follow in developing effective communication artifacts, blend writing or speaking assignments into individual courses, or talk about communication-intensive courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ferguson:2006:SLP, author = "Roger Ferguson and Chang Liu and Mary Last and Joe Mertz", title = "Service-learning projects: opportunities and challenges", journal = j-SIGCSE, volume = "38", number = "1", pages = "127--128", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zweben:2006:OBC, author = "Stu Zweben and Han Reichgelt and Gayle Yaverbaum", title = "Outcomes-based computing accreditation criteria", journal = j-SIGCSE, volume = "38", number = "1", pages = "129--130", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2006:AJT, author = "Eric Roberts and Kim Bruce and James H. {Cross II} and Robb Cutler and Scott Grissom and Karl Klee and Susan Rodger and Fran Trees and Ian Utting and Frank Yellin", title = "The {ACM Java Task Force}: final report", journal = j-SIGCSE, volume = "38", number = "1", pages = "131--132", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121384", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gonzalez:2006:SAA, author = "Graciela Gonzalez", title = "A systematic approach to active and cooperative learning in {CS1} and its effects on {CS2}", journal = j-SIGCSE, volume = "38", number = "1", pages = "133--137", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121386", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a description of a course redesign to incorporate active and cooperative learning techniques into an Introduction to Programming course (CS1) in a systematic way that addresses all aspects of the course: delivery, management, and assessment. The primary goals of the experience were to improve student learning in CS1 and help students develop a support system. By increasing their competence and confidence, and helping them establish a working relationship with their peers, we sought to improve their persistence and performance in the program. We thus focus on student performance and retention through the follow-up class (CS2) as taught at Sam Houston State University. The results are encouraging. We observed that 70\% of those students that had the Active Learning experience in CS1 end up getting a passing grade in CS2, with only 10\% withdrawing (dropping or resigning), in contrast to a 44\% passing rate and 25\% withdrawal rate among those that took a regular CS1 class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McKinney:2006:DCS, author = "Dawn McKinney and Leo F. Denton", title = "Developing collaborative skills early in the {CS} curriculum in a laboratory environment", journal = j-SIGCSE, volume = "38", number = "1", pages = "138--142", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The research on teaching and learning over the past 50 years suggests that the early use of collaborative learning leads to higher interest, higher retention, and higher academic performance in students. Early use of these techniques can also increase the sense of belonging for students and can lead to the early development of collaborative skills to prepare students for team experiences in subsequent courses and future careers. During the weekly lab sessions of a second semester introduction to programming course students engaged in collaborative learning experiences through team-based problem solving, project planning, pair programming, and other agile software development practices. Course objectives provided specific goals and criteria for assessment relative to these skills. The assessment in the authors' prior work identified several problem areas which led to specific initiatives to address those problems: (a) instructor-chosen teams, (b) early instruction and reflection on team skills, (c) feedback on team performance, and (d) the use of an IDE that incorporates an automated test-driven development tool. This paper describes the implementation and assessment of these efforts. A significant increase in student team skills from the middle of the semester to the end of the semester was observed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Budd:2006:ALA, author = "Timothy A. Budd", title = "An active learning approach to teaching the data structures course", journal = j-SIGCSE, volume = "38", number = "1", pages = "143--147", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121388", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe the how active learning techniques have been successfully applied in a CS 2 course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bower:2006:VCP, author = "Matt Bower", title = "Virtual classroom pedagogy", journal = j-SIGCSE, volume = "38", number = "1", pages = "148--152", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121390", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For lecturers who are used to presenting face-to-face, facilitating online classes through a virtual classroom interface proposes several new challenges. At the same time the affordances of the media offer many opportunities to improve the quality of students' learning. This paper outlines the pedagogical lessons derived from convening a first year introductory programming unit through a series of twelve, two-hour online classes. General virtual classroom strategies as well as those particular to computer science are described. Approaches to developing students' virtual classroom competencies, approaches to groupwork, and the implications of virtual classrooms for professional development and research are also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Woszczynski:2006:COI, author = "Amy B. Woszczynski", title = "{CyberTech I}: online introduction to computer science course for high school students", journal = j-SIGCSE, volume = "38", number = "1", pages = "153--157", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As high schools begin to offer more distance learning courses, universities have an opportunity to establish partnerships to deliver online computer science courses. As we face declining enrollment, these partnerships offer the ability to reach a significant portion of students who may not otherwise consider computer science. Particularly for underrepresented groups, such as African-Americans, Hispanics, women, and first-generation college students, these partnerships offer the potential to recruit additional students into computing fields. This paper describes the first portion of a multi-year partnership between a large university and multiple high schools in a metropolitan area. CyberTech I is an online introduction to computer science course offered to high school students by university faculty. Initial results indicate that students were generally satisfied with their online course experience and plan to continue to participate in the program. We describe the curriculum introduced and discuss some of the challenges faced and the lessons learned.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Miliszewska:2006:ETU, author = "Iwona Miliszewska and John Horwood", title = "Engagement theory: a universal paradigm?", journal = j-SIGCSE, volume = "38", number = "1", pages = "158--162", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121392", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year Project subject. The Project, a team effort, involves the design and implementation of a real-life computer application for an external client. Academics responsible for the degree consider Project and its three components of group context, project-based problems, and outside focus essential to transforming computing students into competent graduates. Do Project students support this view? This paper reports on a comparative study of the students' perceptions of the project experience and the relative importance of its three components. The paper discusses the results of the study with respect to the different locales, Melbourne and Hong Kong, and concludes by considering the implications of the study on the Project model. Erratum: This paper is slightly edited from: Miliszewska, I., \& Horwood, J. (2004). Engagement Theory: A Framework for Supporting Cultural Differences in Transnational Education, Proceedings of the HERDSA Conference, Miri, Malaysia, July 2004, (electronic proceedings). This is a revised and extended version of: Miliszewska, I., Horwood J., \& McGill, A. (2003). Transnational Education through Engagement: Students Perspective, Proceedings of the Informing Science and IT Education Conference IS2003, Pori, Finland, June 2003, 165-173.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Matsuura:2006:EMP, author = "Saeko Matsuura", title = "An evaluation method of project based learning on software development experiment", journal = j-SIGCSE, volume = "38", number = "1", pages = "163--167", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121394", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In recent years, it has been widely acknowledged that classes designed by utilizing PBL (Project-Based Learning) are effective in enhancing the problem-solving ability of university students. In PBL-based classes, students try to apply their knowledge to solve the problems by themselves; therefore, such classes are effective in improving problem-solving and communication abilities of students. However, it is difficult for a teacher to appropriately assess individual contributions in a group work such as PBL. Since 2002, we have been planning and conducting group-work-based software development experiments as an approach to PBL. This paper describes the manner in which the class was designed and conducted in order to evaluate the contribution of each individual student based on the degree of achievement of a goal in a group work. We propose an evaluation method based on an evaluation model of PBL and discuss the trial results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Winters:2006:CLT, author = "Titus Winters and Tom Payne", title = "Closing the loop on test creation: a question assessment mechanism for instructors", journal = j-SIGCSE, volume = "38", number = "1", pages = "169--170", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121395", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "New accreditation requirements focus on education as a ``continuous improvement process.'' The most important part of such a process is that information gets fed back into the system to improve the quality of the output. This requirement is often interpreted to imply a course-level feedback loop that iterates on offerings of courses or entire academic years. This paper provides a smaller and more immediate feedback loop. This technique gives instructors feedback on the quality of each question on a test or quiz, as well as a numeric score for the difficult of the question. A simple tool implementing this procedure can be used to help train instructors on which questions are difficult, as well as what types of questions are correlated with ability, and how to design a meaningful instrument of assessment. Performing this analysis at the end of a course offering could help demonstrate continuous improvement to accreditation committees. Performing this analysis immediately after the administration of a test or quiz can point out topics that the class as a whole have failed to understand, thus giving instructors more insight into student knowledge.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levine:2006:XPA, author = "David B. Levine and Henry M. Walker", title = "{XP} practices applied to grading", journal = j-SIGCSE, volume = "38", number = "1", pages = "173--177", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121396", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The grading of student work is of the utmost importance to a computer science educator. This paper examines the practices of eXtreme Programming (XP) and considers how they apply to the tasks of assigning grades to student work, even as those grades must both evaluate the student objectively and communicate with her personally.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Deremer:2006:IUS, author = "Dorothy Deremer and Katherine G. Herbert", title = "An interdisciplinary undergraduate science informatics degree in a liberal arts context", journal = j-SIGCSE, volume = "38", number = "1", pages = "179--183", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121398", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a new interdisciplinary B.S. degree in Science Informatics at Montclair State University, a multipurpose public institution that includes a substantial General Education component. Beginning in the freshmen year, the Science Informatics curriculum contains 16 semester hours of interdisciplinary science informatics courses including a freshmen experience, internships, a research component, ethics, and a concentration currently in bioinformatics, cheminformatics, or computer science as well as core science and mathematics courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fetrow:2006:BCC, author = "Jacquelyn S. Fetrow and David J. John", title = "Bioinformatics and computing curriculum: a new model for interdisciplinary courses", journal = j-SIGCSE, volume = "38", number = "1", pages = "185--189", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121399", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An interdisciplinary bioinformatics course has been taught at Wake Forest for three semesters. Undergraduate and graduate students from multiple academic specialties are brought together in a single classroom. In addition to focusing on traditional bioinformatics topics, this course concentrates on interdisciplinary collaboration in the in-class exercises and the research-based course project. A team of faculty from complementary disciplines teach the course. Productive communication is one key goal of this course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blahnik:2006:ACC, author = "James Blahnik and Bonnie McVey and David Pankratz", title = "Adding concentrations to the {CS} major: our dean calls us `innovative'", journal = j-SIGCSE, volume = "38", number = "1", pages = "191--194", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121400", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In response to recent studies on enrollment trends and our own assessment results, we have significantly modified our Computer Science major to include not only a traditional major in computer science but also to include concentrations in Business Information Systems and Graphic Design and Implementation. As we are a small liberal arts college with three faculty members and a small budget, we have partnered with other disciplines on campus to provide options for our majors to apply concepts and principles of computer science to other areas. We present here our plans of study for the three concentrations, our rationale for making these additions, and favorable responses from students, faculty, and administration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2006:TLW, author = "Vicki L. Almstrum and David Klappholz and Steven Condly and John Clement", title = "Are they learning what (we think) we're teaching?", journal = j-SIGCSE, volume = "38", number = "1", pages = "195--195", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121402", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2006:ATR, author = "M. Armoni and S. Rodger and M. Vardi and R. Verma", title = "automata theory: its relevance to computer science students and course contents", journal = j-SIGCSE, volume = "38", number = "1", pages = "197--198", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121403", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2006:CRC, author = "Lillian (Boots) Cassel and Andrew McGettrick and Robert H. Sloan", title = "A comprehensive representation of the computing and information disciplines", journal = j-SIGCSE, volume = "38", number = "1", pages = "199--200", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121404", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cutler:2006:WTI, author = "Robb Cutler and Chris Stephenson", title = "Working together to improve {K}-12 computer science education", journal = j-SIGCSE, volume = "38", number = "1", pages = "201--201", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121344", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The on-going crisis in K-12 computer science education is now exacerbating pipeline issues at all educational levels. This session explores Computer Science Teachers Association's perspective on addressing the challenges facing K-12 computer science and how the solutions will the benefit both secondary and post-secondary education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Way:2006:VLM, author = "Thomas P. Way", title = "A Virtual Laboratory Model for Encouraging Undergraduate Research", journal = j-SIGCSE, volume = "38", number = "1", pages = "203--207", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121406", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduate students who perform research benefit greatly from the experience, yet achieving high levels of voluntary participation remains an elusive goal. This paper describes the implementation of an innovative laboratory model designed to encourage computer science undergraduates to actively pursue collaborative research with faculty and other students. As an extension of earlier research into team-based software engineering education, the Applied Computing Technology Laboratory was formed to provide an authentic and engaging experience in real-world computer science research. The model, which relies on a web site as its focus, is presented along with the results of one year of active research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Polack-Wahl:2006:LSU, author = "Jennifer A. Polack-Wahl and Karen Anewalt", title = "Learning strategies and undergraduate research", journal = j-SIGCSE, volume = "38", number = "1", pages = "209--213", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduate students often lack the skills necessary to conduct independent research. In order to improve students' skills in research, the Computer Science department at the University of Mary Washington has designed and offered a course in research methods. The course teaches students about learning strategies that they can apply across the computing discipline and beyond. This paper describes the process that was used to create a new research methods course, the details related to the first offering of the course, and findings on how the course changed students' perception of research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knox:2006:MSU, author = "Deborah L. Knox and Peter J. DePasquale and Sarah M. Pulimood", title = "A model for summer undergraduate research experiences in emerging technologies", journal = j-SIGCSE, volume = "38", number = "1", pages = "214--218", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121408", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Integrating emerging technologies into the curriculum is expected in our evolving discipline, although finding the time to master these can prove difficult. Institutional expectations for scholarly achievement need not take precedence; the use of an overarching theme for a summer research experience is presented as one approach to join a group of people with a unifying topic for study and discussion leading to the natural incorporation of the emergent technology into the curriculum. This paper presents a successful model for undergraduate summer research where participants, both faculty and students, investigated information security (IS) topics and learned from IS professionals. This was applied to individual research projects in disconnected areas in computing. The unifying experiences encouraged a collegial and supportive environment, firmly establishing peer and faculty / student collaboration. Student perceptions about the field and career options were positively effected, leading to increased interest in the emergent area as well as in future graduate studies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denning:2006:MCC, author = "Tamara Denning and William G. Griswold and Beth Simon and Michelle Wilkerson", title = "Multimodal communication in the classroom: what does it mean for us?", journal = j-SIGCSE, volume = "38", number = "1", pages = "219--223", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121410", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Experimentation has shown that in-class educational technologies, by permitting anonymous, authored participation, can dramatically alter student communications in the classroom. Now, the appearance of dual pen-and-keyboard computing devices in the university classroom, notably Tablet PCs, motivates thinking critically about how different expressive modalities could improve in-class student problem -solving and communication. This paper describes the use of Ubiquitous Presenter 2.0 in a study to discover the driving issues of multimodality for both in-class technologies and student exercises. This paper sensitizes instructors to the issues of modality and makes specific recommendations for application design. We find that the choice of modality is not merely one of efficiency or naturalness, but is loaded with numerous personal, social, and material considerations. Although use of the pen (over typed text) is generally preferred, we find that choice itself is critical to encouraging student creativity, collaboration, and communication.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pollard:2006:ENK, author = "Shannon Pollard and Robert C. Duvall", title = "Everything {I} needed to know about teaching {I} learned in kindergarten: bringing elementary education techniques to undergraduate computer science classes", journal = j-SIGCSE, volume = "38", number = "1", pages = "224--228", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "By expanding the teaching styles used in computer science classrooms, we can expand the audience of students that enjoy and excel in technology. Rather than focusing on major curriculum changes or new programs specifically for non-traditional students, we propose that relatively simple expansions in teaching style can have significant results. In particular, we advocate incorporating teaching techniques reminiscent of kindergarten: games, toys, stories, and play. These techniques promote an active learning environment, level the playing field for non-technical students, provide motivation beyond grades, and make class time fun. In this paper, we want to acknowledge the many activities others have proposed by providing a coherent categorization of such activities and show how to use these techniques throughout the curriculum rather than as special experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2006:CVS, author = "K. Christensen and D. Rundus and G. Perera and S. Zulli", title = "{CSE} volunteers: a service learning program to provide {IT} support to the {Hillsborough County School District}", journal = j-SIGCSE, volume = "38", number = "1", pages = "229--233", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121412", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Service-learning enables computer science and engineering students to apply and refine their technical skills, learn new soft skills, and make a contribution to their community. At the University of South Florida we have organized a group of computer science and engineering students, called the CSE Volunteers, to provide IT support to the Hillsborough County School District. In spring 2005 over 7\% of our undergraduate students voluntarily served in this program. While the work is fairly low-level, the experience for the students and school district has been very positive. Future directions include quantitative assessment, tackling projects of greater complexity, seeking corporate funding, and applying this program to help recruit new students to the major.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jipping:2006:HIF, author = "Michael J. Jipping and Sara Henry and Kathleen Ludewig and Leslie Tableman", title = "How to integrate {FPGAs} into a computer organization course", journal = j-SIGCSE, volume = "38", number = "1", pages = "234--238", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121414", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A crucial part of the Computer Organization course is the examination of and experimentation with digital logic circuits. In departments with limited budgets, however, this activity can be problematic. Due to historical roots and enrollment sizes, departments tend to focus on software aspects of computer science. This means that hardware concerns are often relegated to textbook and paper-and-pencil examination. This paper details how to use field programmable gate arrays --- hardware gates with a programming interconnection switch --- in the Computer Organization course. We will overview the reasons for using them, outline ways to use them effectively and cheaply, and demonstrate FEWD, our system for integrating visual design with FPGAs for student experimentation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vollmar:2006:MEO, author = "Kenneth Vollmar and Pete Sanderson", title = "{MARS}: an education-oriented {MIPS} assembly language simulator", journal = j-SIGCSE, volume = "38", number = "1", pages = "239--243", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe the implementation of ``MARS,'' a GUI, Java-based simulator for the MIPS assembly language. MIPS, the computer architecture underlying the simulated assembly language, is widely used in industry and is the basis of the popular textbook Computer Organization and Design [6], used at over 400 universities. The MARS simulator has been implemented with characteristics that are especially useful to undergraduate computer science students and their instructors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Borunda:2006:GGV, author = "Patrick Borunda and Chris Brewer and Cesim Erten", title = "{GSPIM}: graphical visualization tool for {MIPS} assembly programming and simulation", journal = j-SIGCSE, volume = "38", number = "1", pages = "244--248", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121416", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe our system, GSPIM, used for visualization of low-level MIPS Assembly programming and simulation. Although many visualization tools for algorithms and high-level programs have been considered in educational settings, visualization specific to low-level programs have not received enough consideration. One desirable property of such a visualization is that it should close the gap between high-level programming constructs and the sequential nature of low-level programs. Secondly it should provide techniques to present information specific to the simulation of the code. GSPIM supports both properties and is publicly available at http://www.cs.arizona.edu/~cesim/gspim.tar.gz", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Larson:2006:UCS, author = "Eric Larson", title = "An undergraduate course on software bug detection tools and techniques", journal = j-SIGCSE, volume = "38", number = "1", pages = "249--253", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121418", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The importance of software bug detection tools is high with the constant threat of malicious activity. Companies are increasingly relying on software bug detection tools to catch exploitable bugs before the program is released. This paper describes a course on software bug detection techniques that is aimed at undergraduates. Courses in software verification are often taught at the graduate level and too theoretical and research oriented for undergraduates. A key component of the course is the programming assignments where students gain practical experience in creating their own software bug detection tools using a source to source converter for a subset of C++.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Janzen:2006:TDL, author = "David S. Janzen and Hossein Saiedian", title = "Test-driven learning: intrinsic integration of testing into the {CS\slash SE} curriculum", journal = j-SIGCSE, volume = "38", number = "1", pages = "254--258", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121419", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Test-driven learning (TDL) is an approach to teaching computer programming that involves introducing and exploring new concepts through automated unit tests. TDL offers the potential of teaching testing for free, of improving programmer comprehension and ability, and of improving software quality both in terms of design quality and reduced defect density. This paper introduces test-driven learning as a pedagogical tool. It will provide examples of how TDL can be incorporated at multiple levels in computer science and software engineering curriculum for beginning through professional programmers. In addition, the relationships between TDL and test-driven development will be explored. Initial evidence indicates that TDL can improve student comprehension of new concepts while improving their testing skills with no additional instruction time. In addition, by learning to construct programs in a test-driven manner, students are expected to be more likely to develop their own code with a test-driven approach, likely resulting in improved software designs and quality.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Agarwal:2006:DAL, author = "Rahul Agarwal and Stephen H. Edwards and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "Designing an adaptive learning module to teach software testing", journal = j-SIGCSE, volume = "38", number = "1", pages = "259--263", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121420", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Adaptive learning systems aim to precisely tailor education and training to the individual needs of learners. Such systems use an internal model of a user's current knowledge to adjust the navigational affordances and presentation order of material. The user model is incrementally built and updated as the user demonstrates mastery by completing exercises and tests. Designing courses that are delivered adaptively involves addressing many complexities. This paper describes experiences designing the first adaptive module in a series intended to teach software testing skills. Experiences in using the first module and a preliminary evaluation of its effectiveness are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lopez:2006:MDL, author = "Antonio M. {Lopez, Jr.} and Robert Lent and Frederick G. Lopez and Madonna G. Constantine", title = "A multi-disciplinary look at the computing disciplines", journal = j-SIGCSE, volume = "38", number = "1", pages = "264--265", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121422", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Angel:2006:TCG, author = "Edward Angel and Steve Cunningham and Peter Shirley and Kelvin Sung", title = "Teaching computer graphics without raster-level algorithms", journal = j-SIGCSE, volume = "38", number = "1", pages = "266--267", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121423", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marion:2006:FOR, author = "Bill Marion", title = "Final oral report of the {SIGCSE} committee on the implementation of a discrete mathematics course", journal = j-SIGCSE, volume = "38", number = "1", pages = "268--269", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121424", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosmaita:2006:AFN, author = "Brian J. Rosmaita", title = "Accessibility first!: a new approach to {Web} design", journal = j-SIGCSE, volume = "38", number = "1", pages = "270--274", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper proposes an accessibility first pedagogy for web design, in which the course is organized around the requirement of implementing web pages accessible to visually impaired computer users. This approach and its advantages are discussed in detail.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Siegfried:2006:VPB, author = "Robert M. Siegfried", title = "Visual programming and the blind: the challenge and the opportunity", journal = j-SIGCSE, volume = "38", number = "1", pages = "275--278", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The proliferation of graphical user interfaces has had a dramatic impact on the ability to work as a programmer. It is particularly difficult for the blind to create forms for visual programming applications, such as Visual Basic. A scripting language is introduced that enables the blind to create Visual Basic forms without needing to specify a great deal of detail and without needing the ``point and click'' approach that they cannot use. Related issues of accommodating the blind in a computer science course are also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohen:2006:TGV, author = "Robert F. Cohen and Arthur Meacham and Joelle Skaff", title = "Teaching graphs to visually impaired students using an active auditory interface", journal = j-SIGCSE, volume = "38", number = "1", pages = "279--282", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121428", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present our ongoing research in the communication of graphs and relational information to blind computer science students. We have developed a system called exPLoring graphs at UMB (PLUMB) that displays a drawn graph on a tablet PC and uses auditory cues to help a blind user navigate the graph. Beyond Computer Science education, this work has applications to assist blind individuals in navigation, map manipulation and other applications that require graph visualization.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DePasquale:2006:ELD, author = "Peter DePasquale", title = "Exploiting on-line data sources as the basis of programming projects", journal = j-SIGCSE, volume = "38", number = "1", pages = "283--287", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Internet is an exciting place to find real, interesting, and interactive sources of data for use in the classroom. This data (often real world), can provide the basis of interesting projects for CS1 and CS2 courses. Additionally, the source or exchange protocol can be used as a gentle introduction for novice computer science majors to the myriad of data formats and emerging technologies available today. Presented here are a number of interesting data sources used during the 2004-2005 academic year in our own CS2 data structures course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Proulx:2006:DCH, author = "Viera K. Proulx and Kathryn E. Gray", title = "Design of class hierarchies: an introduction to {OO} program design", journal = j-SIGCSE, volume = "38", number = "1", pages = "288--292", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report on the experience of teaching an introductory second semester computer science course on Fundamentals of Computer Science that uses our curriculum How to Design Class Hierarchies and the ProfessorJ programming languages implemented within the DrScheme programming environment. This comprehensive curriculum for an introductory course focuses on principled design of class based programs in an object-oriented language (Java) with a carefully structured gradual increase in the complexity of the class structure and the programming language. The curriculum includes extensive lecture notes, programming assignments, closed lab plans, exams, and the first part of a textbook. The curriculum is supported by a programming environment ProfessorJ with a series of gradually more complex teaching languages that support a novice learner. The pedagogy focuses on teaching the students problem solving and design skills that transcend the study of programming. The organization of the topics draws its strength from the theory of programming languages by focusing on the structure of data rather than on algorithms, user interactions, or arcane details of the programming language syntax.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reges:2006:BBC, author = "Stuart Reges", title = "Back to basics in {CS1} and {CS2}", journal = j-SIGCSE, volume = "38", number = "1", pages = "293--297", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a significant redesign of the introductory courses at the University of Washington that has led to increased enrollments, increased student satisfaction and an increase in the number of women admitted to the CS major. The new courses are still taught in Java, but they represent a return to the basics that were emphasized in the pre-Java era. The biggest changes have occurred in the CS1 course where we have replaced an ``objects early'' curriculum with a more traditional procedural approach using static methods in Java. The new CS1 course emphasizes problem solving, procedural decomposition and mastery of basic skills (e.g., loops, conditionals and arrays). The new CS2 course emphasizes data structures, linked lists, binary trees and recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Polze:2006:TOS, author = "Andreas Polze and Dave Probert", title = "Teaching operating systems: the windows case", journal = j-SIGCSE, volume = "38", number = "1", pages = "298--302", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An operating system (OS) is a program that manages computer hardware. And although today's commercial-off-the-shelf desktop operating systems appear to be an integral part of PCs and workstation to many users, a fundamental understanding of the algorithms, principles, heuristics, and optimizations used is crucial for creating efficient application software. Furthermore, many of the principles in OS courses are relevant to large system applications like databases and web servers. Within this paper, we present our approach towards teaching OS concepts based on the Windows family of operating systems. In contrast to many stable Unix-based curricula, a Windows-based OS curriculum has to take into account the OS as a moving target. And although Windows source code has been made available to academic institutions, managing complexity is among the biggest challenges when teaching OS concepts based on Windows. Teaching experiences reported within this paper have lead to development of the ``Curriculum Resource Kit (CRK)'', an entire Windows-based OS curriculum that is freely available for download.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2006:UCS, author = "Steven Robbins", title = "A {UNIX} concurrent {I}/{O} simulator", journal = j-SIGCSE, volume = "38", number = "1", pages = "303--307", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a simulator that allows users to explore concurrent I/O in UNIX. UNIX I/O provides an interesting example of how a shared variable, in this case the file offset, can be affected by concurrent access. The examples given can run on the simulator or a real UNIX-like system such as Linux, Solaris for Mac OS X. The simulator can run programs written by the user and display pictorially the relationship among various data structures involved in I/O, including the process file descriptor table, the system open file table, the inodes, and the data stored on disk. The user can run the program slowly, or step forward or back through the program to examine the data structures in detail. The simulator supports the creation of both child processes and threads as well as open, close, read, write, wait, join and detach functions. The simulator is freely available for download. It can be also be used directly from a browser without the need for installation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DeRosa:2006:RSD, author = "Peter DeRosa and Kai Shen and Christopher Stewart and Jonathan Pearson", title = "Realism and simplicity: disk simulation for instructional {OS} performance evaluation", journal = j-SIGCSE, volume = "38", number = "1", pages = "308--312", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Operating system laboratory assignments based on bare hardware or detailed machine simulators can be excessively challenging for many students. In the most often used approach, students develop kernels on virtual machines with a much simplified hardware interface. Traditionally this simplification goes so far as to make realistic performance measurement impossible. We propose Vesper, an instructional disk drive simulator with a high degree of performance realism. Vesper retains simplicity while providing timing statistics close to that of real disk drives. The key to our approach is to provide hardware abstractions that are simple but yet capable of capturing device interactions with major performance impacts. Vesper laboratory assignments allow students to realistically explore the performance consequences of various system designs without the cumbersome aspects of the real hardware interface. This paper describes the design and implementation of the Vesper disk drive simulator. We evaluate the effectiveness of Vesper-based laboratory assignments in terms of operating system performance evaluation. Student experience and feedback are also reported.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{LeBlanc:2006:DPC, author = "Mark D. LeBlanc and Rochelle Leibowitz", title = "Discrete partnership: a case for a full year of discrete math", journal = j-SIGCSE, volume = "38", number = "1", pages = "313--317", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Discrete mathematics lies at the heart of the discipline of computing and represents one of the few bodies of knowledge with consistent content in our young and changing curriculum. We offer a model of a full-year, two-course experience of discrete structures with the initial course taught by computer science faculty and the second course taught by faculty in mathematics. We argue for the strengths gained in multiple and repeated exposure to the rich set of core topics and for the initial course to occur in the first year rather than the traditional advice to ``take calculus''. In particular, we present a model of collaboration with mathematics faculty that provides computer science students with an enriched breadth and depth of exposure while helping small departments to handle the constraints in scheduling.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pengelley:2006:PAB, author = "David Pengelley and Inna Pivkina and Desh Ranjan and Karen Villaverde", title = "A project in algorithms based on a primary historical source about {Catalan} numbers", journal = j-SIGCSE, volume = "38", number = "1", pages = "318--322", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We discuss a project based on an original source from 1838 by Gabriel Lam{\'e}, which was used to teach dynamic programming in an Algorithms and Data Structures course for junior level computer science students. The project was developed as part of a group effort at New Mexico State University on using original historical sources in teaching. The project is based on an excerpt from a letter of Monsieur Lam{\'e} to Monsieur Liouville on the question: Given a convex polygon, in how many ways can one partition it into triangles by means of diagonals? A variety of tasks in the project, which includes reading, writing, proving statements by mathematical induction, deriving formulas, writing computer programs and analyzing and comparing them for efficiency, help students to develop verbal, analytical and discrete mathematics skills necessary for computer science. We also discuss student reactions to the project and to learning from historical sources.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2006:UMB, author = "Michael R. Wick and Paul J. Wagner", title = "Using market basket analysis to integrate and motivate topics in discrete structures", journal = j-SIGCSE, volume = "38", number = "1", pages = "323--327", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Nearly every computer science curriculum includes a course called ``Discrete Structures'' or ``Discrete Mathematics''. Over the past few years, considerable attention has been paid to this course in an attempt to overcome the misperception by students that the material is mathematics and not related to computer science. Most of these efforts deal with attempting to explicitly show students the application of discrete mathematics within computer science. We present an application that adds to the efforts of this community by giving instructors a modern, powerful, and elegant example to motivate student engagement in discrete structures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Naps:2006:AVC, author = "Thomas Naps and Susan Rodger and Guido R{\"o}{\ss}ling and Rockford Ross", title = "Animation and visualization in the curriculum: opportunities, challenges, and successes", journal = j-SIGCSE, volume = "38", number = "1", pages = "328--329", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aspray:2006:ERO, author = "William Aspray and A. Frank Mayadas and Moshe Y. Vardi and Stuart H. Zweben", title = "educational response to offshore outsourcing", journal = j-SIGCSE, volume = "38", number = "1", pages = "330--331", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Peterson:2006:CIN, author = "Laurence I. Peterson and Dale Benham and Amy B. Woszczynski and Rich Schlesinger", title = "{CyberTech-ITEST}: an {NSF}-funded initiative to attract and prepare underrepresented students for tomorrow's careers in the computing sciences", journal = j-SIGCSE, volume = "38", number = "1", pages = "332--333", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2006:ITS, author = "Eric Roberts", title = "An interactive tutorial system for {Java}", journal = j-SIGCSE, volume = "38", number = "1", pages = "334--338", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As part of the documentation for its library packages, the Java Task Force (JTF)developed an online tutorial system that enables teachers and students to explore the resources provided by the Task Force in a highly interactive style. The individual pages that make up the tutorial often include demonstration programs that the reader can experiment with while remaining on the same web page as the explanatory text. Although the original motivation for developing that tutorial system was to document the JTF packages themselves, the structure is general enough for teachers to design their own tutorials and interactive demonstrations. This paper describes the structure of that tutorial system and illustrates its use. In addition, the paper describes some work-in-progress that will make it possible to create interactive lecture demonstrations from PowerPointTM slides.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McFall:2006:EUC, author = "Ryan McFall and Herbert Dershem and Darcy Davis", title = "Experiences using a collaborative electronic textbook: bringing the ``guide on the side'' home with you", journal = j-SIGCSE, volume = "38", number = "1", pages = "339--343", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Much has been made of the transition of the instructor's role from ``Sage on the Stage'' to ``Guide on the Side'', focusing on active and collaborative learning in the classroom. The process of acquiring knowledge from textbooks has largely remained unaffected by this transition. Our work on electronic textbooks (e-textbooks) has focused on building e-textbooks that extend the reach of collaborative and active learning techniques to the reading process. This paper describes the outcomes of using our e-textbook in a one semester course on programming language design and implementation, including the impact on student learning, the degree to which they took advantage of the e-textbook's collaborative and active features, and their reaction to the use of the e-textbook as the primary text resource.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Razmov:2006:PTS, author = "Valentin Razmov and Richard Anderson", title = "Pedagogical techniques supported by the use of student devices in teaching software engineering", journal = j-SIGCSE, volume = "38", number = "1", pages = "344--348", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our experiences in promoting a learning environment where active student involvement and interaction, as well as openness to diversity of ideas are supported through innovative uses of technology in the classroom. In the context of an undergraduate course in software engineering, for two consecutive terms we have experimented with an existing software system for Tablet PCs that supports a set of classroom interaction styles. Our goal has been to determine if the use of the technology can increase the effectiveness of pedagogical techniques that naturally fit our instructional needs. We have found that student submissions --- a style of interaction whereby the instructor poses a question written on a slide and displayed on a tablet in front of each student, then students write their answers in digital ink and submit back to the instructor --- are a powerful tool for supporting the learning environment we aim to create in the classroom. We show that student submissions can help the instructor to engage all students, not merely the vocal ones, and to emphasize the value of diversity of opinions. They also enable immediate feedback from students to instructor --- something difficult in an environment without technological enhancements but which contributes to an improved understanding of everyone's needs and expectations. The discussion of how we used student submissions to support these pedagogical techniques may be relevant to educators interested in fostering student learning through creative uses of technology, as well as to instructors looking to expand their repertoires of teaching methods in software engineering and in other similar subjects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Smith:2006:IAT, author = "Suzanne Smith and Sara Stoecklin and Catharina Serino", title = "An innovative approach to teaching refactoring", journal = j-SIGCSE, volume = "38", number = "1", pages = "349--353", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Refactoring is the process of transforming the internal structure of existing code while keeping the integrity of the code's functional requirements. Refactoring is proven to increase program maintainability, flexibility, and understandability and is recognized as a best practice in the software development community. However, with the exception of courses or lectures on extreme programming, refactoring is overlooked in the computer science curriculum. This paper helps demystify refactoring by introducing an incremental approach for teaching refactoring on the college level. Through this hands-on approach, refactoring can become an integral component in the computer science curriculum and an innovative means of reinforcing software engineering principles and good development practices. The approach and three introductory lessons are presented in this paper.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bierre:2006:MOB, author = "Kevin Bierre and Phil Ventura and Andrew Phelps and Christopher Egert", title = "Motivating {OOP} by blowing things up: an exercise in cooperation and competition in an introductory {Java} programming course", journal = j-SIGCSE, volume = "38", number = "1", pages = "354--358", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For the introductory student, the process of learning to program is an arduous task. Not only does the student have to learn the syntax of a programming language, he or she also has to apply concepts of object-oriented design and software construction in service of the projects created within the classroom. Unfortunately, as students further their study of programming, they often feel disconnected from the examples and projects they construct as part of their coursework. Projects are often perceived as toy problems and do not match the graphics-rich, interactive notion of programming that students bring with them to class. In addition, projects and classroom exercises do not convey the appropriate level of complexity and fail in the task of challenging the student to critically think about what they are constructing. This paper discusses TankBrains, a cooperative and competitive programming project presented to students in the latter part of their introductory programming course sequence. Students are challenged to create simple tank artificial intelligences as teams, which are later tested against each other in head-to-head combat. Students create their TankBrains within a collaborative virtual environment, which enforces the physics and rules of the combat simulation. Students must also present their strategies and findings to each other. This paper also examines how the use of the TankBrain system influences the students' perception regarding achievements and learning in the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2006:OJP, author = "Joel C. Adams", title = "{OOP} and the {Janus Principle}", journal = j-SIGCSE, volume = "38", number = "1", pages = "359--363", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is easy for computer science students and educators to write software applications in Java or C++ that are not object-oriented. In this paper, we present the Janus Principle --- a simple software engineering principle (related to the MVC design pattern) whose use produces highly object-oriented code. We demonstrate its effect by developing a simple Java networking application, first without using the Janus Principle, and then using it. Students and educators who follow this principle will write programs containing highly reusable code.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shurn:2006:PFI, author = "Todd Shurn", title = "Programming fundamentals and innovation taught through windows media player skin creation", journal = j-SIGCSE, volume = "38", number = "1", pages = "364--372", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Windows Media Player user interface ``skin'' creation has proven an extremely effective method to reinforce practical object oriented programming techniques. Skin creation motivated non-engineers, women and even high school students to learn XML, and Jscript scripting language. Non-computer science students were especially excited when their custom media player user interface operated as intended. Many students demonstrated their skin to potential employers as evidence of their creativity and programming prowess. This paper discusses how skin programming is related to the object oriented paradigm and may be used as an exemplary collegiate interdisciplinary design project. Examples illustrate how skin creation can emphasize design principles, fundamental programming concepts, and group software development. Software innovation is advanced via novel windows media player skins incorporating recently released features to provide an enhanced user interface for a target domain.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yoo:2006:SPM, author = "Jungsoon Yoo and Sung Yoo and Chris Lance and Judy Hankins", title = "Student progress monitoring tool using treeview", journal = j-SIGCSE, volume = "38", number = "1", pages = "373--377", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121456", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present an extensible visualization tool that is being used in a web-based closed laboratory system. The goal of this project is to provide a tool for both students and teachers that can help trace deficiencies in a student's understanding back to individual concepts. This visualization tool has been developed by using the tree abstract data type (ADT) which is built from the concepts to be covered in a lab, lecture, or course. Once the tree ADT is built, each node can be associated with different entities such as student performance, class performance, or lab development. Using this tool, a teacher can help students by discovering concepts that need additional lecture coverage, and students may discover concepts for which they need to spend additional time working on reinforcement exercises.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hahne:2006:GRW, author = "Reg Hahne and Cay Horstmann and David Reed and Don Allen", title = "Growl\ldots{}roar\ldots{}are we ready for tiger?: review of the current climate and changes to be implemented for the 2007 {AP CS} exam", journal = j-SIGCSE, volume = "38", number = "1", pages = "378--378", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodger:2006:TAT, author = "Susan H. Rodger and Bart Bressler and Thomas Finley and Stephen Reading", title = "Turning automata theory into a hands-on course", journal = j-SIGCSE, volume = "38", number = "1", pages = "379--383", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a hands-on approach to problem solving in the formal languages and automata theory course. Using the tool JFLAP, students can solve a wide range of problems that are tedious to solve using pencil and paper. In combination with the more traditional theory problems, students study a wider-range of problems on a topic. Thus, students explore the formal languages and automata concepts computationally and visually with JFLAP, and theoretically without JFLAP. In addition, we present a new feature in JFLAP, Turing machine building blocks. One can now build complex Turing machines by using other Turing machines as components or building blocks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{White:2006:JJF, author = "Timothy M. White and Thomas P. Way", title = "{jFAST}: a {Java} finite automata simulator", journal = j-SIGCSE, volume = "38", number = "1", pages = "384--388", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Visualization and interactivity are valuable active learning techniques that can improve mastery of difficult concepts. In this paper we describe jFAST, an easy-to-use graphical software tool for teachers and students, with an emphasis on introductory level finite state machine topics. The jFAST software enables visual design, exploration and simulation of a variety of finite state machines, with a primary goal of enhancing teaching effectiveness in this subject, particularly for less advanced computer science students. The architecture and functionality of jFAST are explained, and results of preliminary evaluation are provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2006:RAT, author = "Michal Armoni and Judith Gal-Ezer", title = "Reduction --- an abstract thinking pattern: the case of the computational models course", journal = j-SIGCSE, volume = "38", number = "1", pages = "389--393", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Abstraction has been the focus of many researches in mathematics education and to some extent in computer science education. Abstract thinking characterizes the theoretical foundations of computer science, where reduction is one important abstract thinking pattern. In a previous work, we discussed the issue of reductive thinking among high school students in relation to computational models --- a theoretical unit. This unit requires abstract thinking in many aspects. Our findings in relation to reductive thinking showed that many students preferred direct, non-reductive solutions, even if reductive solutions could have significantly decreased the design complexity of the solution. This study motivated the current study where we examine the issue of reductive thinking among university students. The findings of this preliminary study are demonstrated by students' solutions to questions in assignments given in the computational models course. We found that even among university students in a very prestigious academic institution with very high entrance requirements abstraction is a real obstacle as reduction is not easily understood and used. This encourages us to further investigate this phenomenon.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolz:2006:DGV, author = "Ursula Wolz and Tiffany Barnes and Ian Parberry and Michael Wick", title = "Digital gaming as a vehicle for learning", journal = j-SIGCSE, volume = "38", number = "1", pages = "394--395", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ranum:2006:SAT, author = "David Ranum and Bradley Miller and John Zelle and Mark Guzdial", title = "Successful approaches to teaching introductory computer science courses with {Python}", journal = j-SIGCSE, volume = "38", number = "1", pages = "396--397", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rauchas:2006:LPH, author = "Sarah Rauchas and Benjamin Rosman and George Konidaris and Ian Sanders", title = "Language performance at high school and success in first year computer science", journal = j-SIGCSE, volume = "38", number = "1", pages = "398--402", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe the first part of a study investigating the usefulness of high school language results as a predictor of success in first year computer science courses at a university where students have widely varying English language skills. Our results indicate that contrary to the generally accepted view that achievement in high school mathematics courses is the best individual predictor of success in undergraduate computer science, success in English at the first-language level in high school correlates better with actual performance. We discuss the implications of this for universities whose medium of teaching is English, operating in social contexts where many students are not native English speakers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eckerdal:2006:CGS, author = "Anna Eckerdal and Robert McCartney and Jan Erik Mostr{\"o}m and Mark Ratcliffe and Carol Zander", title = "Can graduating students design software systems?", journal = j-SIGCSE, volume = "38", number = "1", pages = "403--407", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines software designs produced by students nearing completion of their Computer Science degrees. The results of this multi-national, multi institutional experiment present some interesting implications for educators.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2006:QRC, author = "Orit Hazzan and Yael Dubinsky and Larisa Eidelman and Victoria Sakhnini and Mariana Teif", title = "Qualitative research in computer science education", journal = j-SIGCSE, volume = "38", number = "1", pages = "408--412", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses the suitability of the qualitative research approach to computer science education research. It is based on the following two observations: First, only a small proportion of works presented in the computer science education literature contain some experimental component (Fincher and Petre, 2004; Valentine, 2004). Second, those research works conducted in computer science education that do, usually employ a quantitative research approach. This paper focuses on the qualitative research approach, presenting its nature, discussing its relationships to the quantitative research approach and addressing its application in general and in the context of computer science education in particular.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Byckling:2006:RVP, author = "Pauli Byckling and Jorma Sajaniemi", title = "Roles of variables and programming skills improvement", journal = j-SIGCSE, volume = "38", number = "1", pages = "413--417", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Roles of variables capture tacit expert knowledge in a form that can be taught in introductory programming courses. A role describes some stereotypic use of variables, and only ten roles are needed to cover 99\% of all variables in novice-level programs. This paper presents the results from a protocol analysis of a program creation task in an experiment where roles were introduced to novices learning Pascal programming. Students were divided into three groups that were instructed differently: in the traditional way with no treatment of roles in lectures or program animation; using roles in lectures but not in animation; and using a role-based program animator in addition to using roles in lectures. The results suggest that the introduction of roles provides novices a new conceptual framework for better mental processing of program information and that the use of role-based program animation increases novices' ability to apply data-related programming plans in program construction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rao:2006:SPS, author = "M. R. K. Krishna Rao", title = "Storytelling and puzzles in a software engineering course", journal = j-SIGCSE, volume = "38", number = "1", pages = "418--422", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Storytelling has been used from time immemorial as a powerful educational tool to exchange and propagate complex ideas. Similarly, puzzles have been known as stimulators of thinking and problem solving skills. Both storytelling and puzzles found their rightful place in primary and secondary education through the years. However, their value in higher education has only been recognized recently. This paper describes how these two educational aids can be used for motivating various concepts of software engineering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liu:2006:SPD, author = "Chang Liu", title = "Software project demonstrations as not only an assessment tool but also a learning tool", journal = j-SIGCSE, volume = "38", number = "1", pages = "423--427", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Software project demonstrations are commonly used as an effective assessment tool in software courses. We found that in addition to helping instructors find out the status of student projects in a short period of time, project demonstrations motivate students and challenge them to synthesize, organize, prioritize, and articulate different aspects of their projects, all of which are important skills of professional software developers. Our experiment shows that project demonstrations are an effective learning tool as well. In this paper, we describe different types of project demonstrations in our experiment, including short, frequent five-minute demonstrations and formal final project demonstrations. This study was conducted in the context of a software engineering capstone project course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Layman:2006:PTL, author = "Lucas Layman and Travis Cornwell and Laurie Williams", title = "Personality types, learning styles, and an agile approach to software engineering education", journal = j-SIGCSE, volume = "38", number = "1", pages = "428--432", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an initiative at North Carolina State University in which the undergraduate software engineering class was restructured in layout and in presentation. The change was made from a lecture-based coursed that followed the waterfall method to a lab-oriented course emphasizing practical tools and agile processes. We examine the new course layout from the perspective of Myers-Briggs personality types and Felder-Silverman learning styles to discuss how the new software engineering class format appeals to a wide variety of students. The new course format resulted in some of the highest student evaluations in recent course history. It is now the standard for the undergraduate software engineering course at the university and has since been used in other North Carolina institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Callele:2006:TRE, author = "David Callele and Dwight Makaroff", title = "Teaching requirements engineering to an unsuspecting audience", journal = j-SIGCSE, volume = "38", number = "1", pages = "433--437", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121475; https://doi.org/10.1145/1121341.1121475", ISBN = "1-59593-259-3", ISBN-13 = "978-1-59593-259-4", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2006.html#CalleleM06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib; ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/SE/alspaugh.bib", abstract = "One of a Software Engineer's most important skills is the ability to define the scope of the problem and ascertain the requirements from general and vague specifications. Teaching this skill is known to be difficult and is made more complex because students are conditioned to expect that this portion of programming projects is already complete. This paper reports on experience in teaching a second year computer science class which exposed the need for requirements engineering and gave students an opportunity to engage in the activity. We found that the student response was bimodal, and while some students met the challenge, more felt betrayed by the experience. We conclude that students gained the requisite knowledge using this approach but that a less traumatic approach may produce better results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alt:2006:SNG, author = "Casey Alt and Owen Astrachan and Jeffrey Forbes and Richard Lucic and Susan Rodger", title = "Social networks generate interest in computer science", journal = j-SIGCSE, volume = "38", number = "1", pages = "438--442", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "For forty years programming has been the foundation of introductory computer science. Despite exponential increases in computational power during this period, examples used in introductory courses have remained largely unchanged. The incredible growth in statistics courses at all levels, in contrast with the decline of students taking computer science courses, points to the potential for introducing computer science at many levels without emphasizing the process of programming: leverage the expertise and role-models provided by high school mathematics teachers by studying topics that arise from social networks and modeling to introduce computer science as an alternative to the traditional programming approach. This new approach may capture the interest of a broad population of students, crossing gender boundaries. We are developing modules that we hope will capture student interest and provide a compelling yet intellectually rich area of study. We plan to incorporate these modules into existing courses in math, statistics, and computer science at a wide variety of schools at all levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Talton:2006:SHC, author = "Jerry O. Talton and Daniel L. Peterson and Sam Kamin and Deborah Israel and Jalal Al-Muhtadi", title = "Scavenger hunt: computer science retention through orientation", journal = j-SIGCSE, volume = "38", number = "1", pages = "443--447", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121478", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes Scavenger Hunt, a team-based orientation activity for incoming freshmen in the Department of Computer Science at the University of Illinois at Urbana-Champaign. Like many large research universities, Illinois has struggled with the high attrition rate of first-year students in computing disciplines. Scavenger Hunt, which has been held each of the past three years, is intended to foster a sense of community within the department and acclimate new students to undergraduate life as computer science majors. A unique aspect of the activity is the use of handheld computers to manage most aspects of the competition, which enables physically handicapped students to participate on an equal footing with their able-bodied peers. Thus far, Scavenger Hunt has been directly responsible for the increased participation of new students in departmental activities and organizations. In addition, we have observed a significant correlation between student participation in Scavenger Hunt and retention rates in the department. Along with other retention-oriented activities, Scavenger Hunt is measurably improving the attitude of new students towards computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dodds:2006:ECO, author = "Zachary Dodds and Leslie Karp", title = "The evolution of a computational outreach program to secondary school students", journal = j-SIGCSE, volume = "38", number = "1", pages = "448--452", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121479", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper tracks the five-year growth and current trajectory of a computational outreach program at a small, liberal-arts college. The program has enhanced opportunities for talented high-school students to experience computation more deeply than their HS curriculum currently offers. This outreach evolved from a naive initial premise into a mutually beneficial interaction between an undergraduate computer science department and a local secondary school. The most important factor in the program's sustainability is a supportive liaison within the high school's administration. We hope the lessons we have learned will help other CS departments develop sustainable outreach programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Peterson:2006:OCI, author = "Laurence I. Peterson and Dale Benham", title = "Overview of the cyberTech-{ITEST} project: an initiative to attract and prepare under-represented students for tomorrow's careers in the computing sciences", journal = j-SIGCSE, volume = "38", number = "1", pages = "453--455", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121480", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an NSF-funded initiative involving 600 underrepresented high school students and 60 teachers designed to introduce underrepresented students to the numerous and varied career opportunities in the computing sciences, prepare them to succeed in college degree programs, and prepare their teachers to be effective in the computer science class room. The initiative has five components: (1) CyberTech I (Principles of Computing): An online introductory course for second-semester sophomores, (2) CyberTech II: A twenty day on-campus intense summer programming experience between the sophomore and junior year, (3) CT Games: A junior year video game programming experience to apply the programming knowledge gaining in CyberTech II, (4) AP Computer Science (using Java 5 as the programming language) taken during the senior year, and (5) training workshops for teachers to prepare them to teach computer programming. The overarching goal is to prepare students for a college-level degree program in the computing sciences by having them successfully complete the AP Computer Science course and exam while teaching the soft skills, such as team work, oral communication and problem solving necessary in a professional career. Additionally, role models from various industry sectors are utilized to introduce students to the exciting career opportunities in the computing sciences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shackelford:2006:CCO, author = "Russell Shackelford and Andrew McGettrick and Robert Sloan and Heikki Topi and Gordon Davies and Reza Kamali and James Cross and John Impagliazzo and Richard LeBlanc and Barry Lunt", title = "{Computing Curricula 2005}: The Overview Report", journal = j-SIGCSE, volume = "38", number = "1", pages = "456--457", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In 2001, the ACM and the IEEE-CS published Computing Curricula 2001 which contains curriculum recommendations for undergraduate programs in computer science. That report also called for additional discipline-specific volumes for each of computer engineering, information systems, and software engineering. In addition, it called for an Overview Volume to provide a synthesis of the various volumes. The Computing Curricula 2004 Task Force undertook the job of fulfilling the latter charge. The purpose of this session is to present the recently completed work of that Task Force, now known as Computing Curricula 2005 (CC2005), and to generate discussion among, and feedback from SIGCSE members about ongoing and future work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gehringer:2006:CLB, author = "Edward F. Gehringer and Katherine Deibel and John Hamer and Keith J. Whittington", title = "cooperative learning: beyond pair programming and team projects", journal = j-SIGCSE, volume = "38", number = "1", pages = "458--459", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121484", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kortsarts:2006:TPR, author = "Yana Kortsarts and Jeffrey Rufinus", title = "Teaching the power of randomization using a simple game", journal = j-SIGCSE, volume = "38", number = "1", pages = "460--463", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121486", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Any deterministic algorithm can be viewed as a game between the algorithm player and the input player. A randomized algorithm can be viewed as a mixed strategy for the first player, used to minimize the disadvantage of being the first to reveal its move. We suggest a simple and accessible guessing game that can serve as both a way to explain notions in algorithms (like worst case input) to students and also to illustrate the power of randomization, presented in an intuitive way.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paul:2006:TLF, author = "Jerome L. Paul and Michal Kouril and Kenneth A. Berman", title = "A template library to facilitate teaching message passing parallel computing", journal = j-SIGCSE, volume = "38", number = "1", pages = "464--468", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121487", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses a template-based approach to aid in introducing the upper-division undergraduate (or first year graduate) to the rapidly emerging message passing parallel computing paradigm. Our template library facilitates an accelerated MPI programming learning environment that can realistically be included as one topic among many in an algorithms course. One template module is based on a backtracking solution to the satisfiability problem (SAT), which the student first solves in the sequential setting. With the aid of a modified template, the student then develops a simple parallel SAT solver. The template includes such things as I/O functions, allowing the student to focus on the algorithm itself. The parallel part is partially provided by the template, with indicators given in places where the student needs to plug in missing MPI function calls. The students are excited about this hands-on-experience in the increasingly important world of message passing parallel computing, which might be missed if their curriculum does not include a course devoted to this topic.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2006:REH, author = "David Ginat and Michal Armoni", title = "Reversing: an essential heuristic in program and proof design", journal = j-SIGCSE, volume = "38", number = "1", pages = "469--473", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Program and proof designs are fundamental in computer science (CS). The designs involve the employment of various heuristics that may be considered rather inherent and natural, such as decomposition. Yet, not all heuristics are natural. One less natural, and rather unintuitive heuristic is that of reversing, in which a task is approached by reasoning backwards or viewing entities through ``inverse lenses''. One primary form of this heuristic is recursion. But, there are additional forms throughout the CS curriculum that are essential yet not underlined. In this paper we display these forms, underline their important role, and illustrate them in five core courses. In addition, we describe our experience with student difficulties due to unawareness and lack of competence with this heuristic, and offer preliminary guidelines for elaborating it during CS studies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pargas:2006:TCC, author = "Roy P. Pargas and Dhaval M. Shah", title = "Things are clicking in computer science courses", journal = j-SIGCSE, volume = "38", number = "1", pages = "474--478", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121489", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents and discusses a modified approach to teaching an algorithms and data structures course (CS4). The approach relies on frequent evaluation of student understanding of course content and enables the instructor to experiment with various exercises to facilitate peer-instruction and cooperative learning. It uses a web application called MessageGrid which enables instructor and students, each of whom has a laptop computer with wireless access to the web, to interact in a variety of ways both in and out of class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2006:NTP, author = "Amruth Kumar and Deepak Kumar and Ingrid Russell", title = "Non-traditional projects in the undergraduate {AI} course", journal = j-SIGCSE, volume = "38", number = "1", pages = "479--480", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121491", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pedroni:2006:ICP, author = "Michela Pedroni and Bertrand Meyer", title = "The inverted curriculum in practice", journal = j-SIGCSE, volume = "38", number = "1", pages = "481--485", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching introductory programming today presents considerable challenges, which traditional techniques do not properly address. Students start with a wide variety of backgrounds and prior computing experience; to retain their attention it is useful to provide graphical interfaces at the level set by video games; and with the ever-increasing presence of computing in society the stakes are higher, requiring a computing curriculum to introduce students early to the issues of large systems. We address these challenges through an ``outside-in'' approach, or ``inverted curriculum'', which emphasizes the reuse of existing components in an example domain involving graphics and multimedia, a gentle introduction to formal reasoning thanks to Design by Contract techniques, and an object-oriented method throughout. The new course has now been taught twice, with considerable gathering of student data and feedback; we report on this experience and its continuation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2006:IIT, author = "Leen-Kiat Soh", title = "Incorporating an intelligent tutoring system into {CS1}", journal = j-SIGCSE, volume = "38", number = "1", pages = "486--490", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Intelligent tutoring systems (ITSs) have been used to complement classroom instruction in recent years, and have been shown to facilitate learning. We incorporate an ITS named Intelligent Learning Materials Delivery Agent (ILMDA) into our CS1 course and collect evidence to validate two hypotheses: (1) The ITS improves student learning, (2) The ITS ``learns'' to tutor the students more efficiently and/or effectively. Our method of inquiry includes collecting data tracked while a student interacts with the ITS, post-test scores, and exam scores. We also use control and treatment groups, as well as different versions of the ILMDA in our experiments. Based on the results, we see indications that support the above two hypotheses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roumani:2006:PWY, author = "Hamzeh Roumani", title = "Practice what you preach: full separation of concerns in {CS1\slash CS2}", journal = j-SIGCSE, volume = "38", number = "1", pages = "491--494", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We argue that the failure to separate the concerns in CS1 is the leading cause of difficulty in teaching OOP in the first year. We show how the concerns can be detangled and present a detailed reorganization of contents for CS1/CS2 with CS1 exposing only the client view. We also report on our experience with this new pedagogy after three years of implementation at our institution.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chen:2006:REP, author = "Tzu-Yi Chen and Alvaro Monge and Beth Simon", title = "Relationship of early programming language to novice generated design", journal = j-SIGCSE, volume = "38", number = "1", pages = "495--499", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121496", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "What measurable effect do the language and paradigm used in early programming classes have on novice programmers' ability to do design? This work investigates the question by using data collected from 136 ``first competency'' students as part of a multi-national, multi-institutional study of students' approach to and attitudes toward design. Analysis of a number of surface characteristics of their designs found strikingly few differences between designs produced by students at schools that teach using objects-early, imperative-early, and functional-early paradigms. A similar lack of difference was found between students at C++-first and Java-first schools. While statistically significant differences are found for three characteristic comparisons across language and paradigm, these results seem to have little meaning for teaching given the complexity of the null hypotheses tested in those three cases. In particular, for the following design characteristics no statistically significant differences across language or paradigm of early instruction were found: attempt to address requirements, type of design produced, number of parts in design, recognition of ambiguity in design, and connectedness of design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bayliss:2006:GFC, author = "Jessica D. Bayliss and Sean Strout", title = "Games as a ``flavor'' of {CS1}", journal = j-SIGCSE, volume = "38", number = "1", pages = "500--504", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Introductory programming courses have a specific set of expected outcomes. One of the most often heard complaints in such courses is that they are divorced from the reality of application. Unfortunately, it is difficult to find areas for application that all students have the background knowledge for and that are engaging and challenging. One such area is computer games and we have developed a cohesive CS1 course that provides traditional outcomes from within the context of games as an application area in both the lecture and lab components of the course. This course was piloted as a ten-week distance program for incoming computer science students with the defining features that the program carried no academic credit and offered no end grades. We discuss the overwhelming interest in this course as well as objective and subjective student experiences. One of the most important outcomes of the summer course was that it brought students with similar interests and goals together. We discuss this and the different ways we have found to discuss computer science course topics from within a games context.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2006:GGD, author = "Mark C. Lewis and Berna Massingill", title = "Graphical game development in {CS2}: a flexible infrastructure for a semester long project", journal = j-SIGCSE, volume = "38", number = "1", pages = "505--509", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121499", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses a project that has been used to teach CS2 for six semesters at Trinity University. The project spans the full semester, and all eight of the assignments students turn in are part of the project. For this project, the students develop a 2-D game using a framework written by one of the authors. The framework is intended to allow students to produce some results early in the semester before they have significant knowledge without constraining them or doing too much for them. It was originally written for Java 1.3 and has evolved for Java 1.4 and now Java 5. We discuss the details of this project, the benefits it provides, and our experience with it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parberry:2006:ASG, author = "Ian Parberry and Max B. Kazemzadeh and Timothy Roden", title = "The art and science of game programming", journal = j-SIGCSE, volume = "38", number = "1", pages = "510--514", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The University of North Texas has for many years offered classes in game programming to Computer Science students and classes in game art and design to art students. A key feature of these classes is the opportunity for these diverse communities of students to collaborate on joint projects. We describe the features that make these classes unique.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2006:IGC, author = "A. T. Chamillard", title = "Introductory game creation: no programming required", journal = j-SIGCSE, volume = "38", number = "1", pages = "515--519", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121502", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many incoming college freshmen have accumulated a significant number of hours of experience playing computer games. Extending that experience to actual game creation activities can be highly motivational for these students. Most of these activities require some level of programming expertise, however, making them activities too advanced for the majority of incoming students. In this paper, we describe a freshman-level course called Problem Solving through Game Creation. Students learn to use a number of drag-and-drop game creation tools to develop both $2$D and $3$D games, with no programming required in the course. We also cover a variety of other topics and tools related to game development. Our experience has been that students enjoy the course, but we have more formal course goals as well. Specifically, we hope to motivate students to declare and complete the computer science major and to better prepare students for the initial required computer science courses. We describe these goals in detail and discuss the process we have initiated to continually evaluate achievement of those goals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Quinn:2006:CBA, author = "Michael J. Quinn", title = "Case-based analysis: a practical tool for teaching computer ethics", journal = j-SIGCSE, volume = "38", number = "1", pages = "520--524", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121503", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Case-based analysis is a bottom-up methodology for ethical reasoning. In a teaching environment, it can be a useful alternative to top-down methods, such as Kantianism, utilitarianism, rights-based theories, and virtue ethics. We describe a methodology for case-based analysis and illustrate the methodology by evaluating three test cases in the areas of Internet etiquette, intellectual property, and privacy, respectively. We summarize the strengths and weaknesses of using the case-based approach in a classroom setting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2006:CCI, author = "Fred G. Martin and Sarah Kuhn", title = "Computing in context: integrating an embedded computing project into a course on ethical and societal issues", journal = j-SIGCSE, volume = "38", number = "1", pages = "525--529", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121504", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A hands-on embedded computing project is introduced into an undergraduate social sciences course. In the pilot module, nine student teams created working prototypes, using the technology to address social, ecological and ethical issues. The teams included freshman to senior level computer science majors, other technical majors, and non-technical students. Most students became highly engaged in the activity, developed exciting ideas, and reported improved learning in the social sciences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Applin:2006:LCA, author = "Anne G. Applin", title = "A learner-centered approach to teaching ethics in computing", journal = j-SIGCSE, volume = "38", number = "1", pages = "530--534", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121505", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an approach to teaching Computer Ethics that blends the use of contemporary media, subscriptions to digests of current technology news, and reflective writing in a learner-centered strategy. This approach is designed to make use of activities and assignments that take advantage of (1) student interest in contemporary media (video and film) to provide motivation and context beyond historical case studies, (2) breaking news about technology and technology use in education to provide current real world context, and (3) reflective writing to stimulate thinking critically about the course content outside the classroom context. Digests published three times weekly provide a constant flow of current real-world issues that can be used for focused reflective writing. Contemporary media productions are viewed and then a writing assignment in a structured learning log is used to focus on ethical issues raised by the film. We present an example using a feature length film and subsequent learning log assignment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Epstein:2006:ESC, author = "Richard G. Epstein", title = "An ethics and security course for students in computer science and information technology", journal = j-SIGCSE, volume = "38", number = "1", pages = "535--537", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121506", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an undergraduate course in computer security that has a strong ethical component. Ethical and related security topics are interwoven. The emphasis is on the kind of research that computer scientists and information technologists are conducting in order to address the fundamental problems in computer security. There is also a great emphasis on encouraging student creativity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Musicant:2006:DMC, author = "David R. Musicant", title = "A data mining course for computer science: primary sources and implementations", journal = j-SIGCSE, volume = "38", number = "1", pages = "538--542", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121508", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An undergraduate elective course in data mining provides a strong opportunity for students to learn research skills, practice data structures, and enhance their understanding of algorithms. I have developed a data mining course built around the idea of using research-level papers as the primary reading material for the course, and implementing data mining algorithms for the assignments. Such a course is accessible to students with no prerequisites beyond the traditional data structures course, and allows students to experience both applied and theoretical work in a discipline that straddles multiple areas of computer science. This paper provides detailed descriptions of the readings and assignments that one could use to build a similar course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Canosa:2006:IUS, author = "Roxanne L. Canosa", title = "Image understanding as a second course in {AI}: preparing students for research", journal = j-SIGCSE, volume = "38", number = "1", pages = "543--547", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121509", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the development and structure of a second course in artificial intelligence that was developed to meet the needs of upper-division undergraduate and graduate computer science and computer engineering students. These students already have a background in either computer vision or artificial intelligence, and desire to apply that knowledge to the design of algorithms that are able to automate the process of extracting semantic content from either static or dynamic imagery. Theory and methodology from diverse areas were incorporated into the course, including techniques from image processing, statistical pattern recognition, knowledge representation, multivariate analysis, cognitive modeling, and probabilistic inference. Students read selected current literature from the field, took turns presenting the selected literature to the class, and participated in discussions about the literature. Programming projects were required of all students, and in addition, graduate students were required to propose, design, implement, and defend an image understanding project of their own choosing. The course served as preparation for and an incubator of an active research group.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Scheessele:2006:PGP, author = "Michael R. Scheessele and Thomas Schriefer", title = "Poker as a group project for artificial intelligence", journal = j-SIGCSE, volume = "38", number = "1", pages = "548--552", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121510", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Assigning the development of a poker-playing agent as a group project allows flexibility with respect to the topics and techniques typically covered in an introductory Artificial Intelligence course. A poker agent project also provides students the experience of 'authentic' AI research, due to the status of poker as an 'unsolved' problem in AI. Despite this status, a poker agent project is feasible for a semester, half-semester, or quarter-long group project. Problems in assigning group projects are also considered, as are suggestions for mitigating these problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Waegel:2006:TTM, author = "Daniel B. Waegel and April Kontostathis", title = "{TextMOLE}: text mining operations library and environment", journal = j-SIGCSE, volume = "38", number = "1", pages = "553--557", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121511", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The paper describes the first version of the TextMOLE (Text Mining Operations Library and Environment) system for textual data mining. Currently TextMOLE acts as an advanced indexing and search engine: it parses a data set, extracts relevant terms, and allows the user to run queries against the data. The system design is open-ended, robust, and flexible. The tool is designed to quickly analyze a corpus of documents and determine which parameters will provide maximal retrieval performance. Thus an instructor can use the tool to demonstrate information retrieval concepts in the classroom, or use the tool to encourage hands-on exploration of concepts often covered in an introductory course in information retrieval or artificial intelligence. Reseachers will find the tool useful when a `quick and dirty' analysis of an unfamiliar collection is required.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Granger:2006:REU, author = "Mary J. Granger and Guy-Alain Amoussou and Miguel A. Labrador and Sue Perry and Kelly M. {Van Busum}", title = "Research experience for undergraduates: successes and challenges", journal = j-SIGCSE, volume = "38", number = "1", pages = "558--559", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121513", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Powers:2006:TTI, author = "Kris Powers and Paul Gross and Steve Cooper and Myles McNally and Kenneth J. Goldman and Viera Proulx and Martin Carlisle", title = "Tools for teaching introductory programming: what works?", journal = j-SIGCSE, volume = "38", number = "1", pages = "560--561", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121514", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2006:NA, author = "Nick Parlante and Steven A. Wolfman and Lester I. McCann and Eric Roberts and Chris Nevison and John Motil and Jerry Cain and Stuart Reges", title = "Nifty assignments", journal = j-SIGCSE, volume = "38", number = "1", pages = "562--563", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121516", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{LaBarge:2006:MIL, author = "Bill {La Barge}", title = "Make it look real, make it look cool", journal = j-SIGCSE, volume = "38", number = "1", pages = "564--564", month = mar, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1124706.1121342", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this talk, we'll take a close look at the process of creating visual effects for blockbuster films. Oftentimes, artists are faced with the challenge of creating computer graphics that not only look real, but also look cool, in order to satisfy the filmmaker's expectations. In today's movie market, there's a constant demand to make effects bigger and better than ever before, but for less money. We will examine the technological advancements and computing resources that are necessary to make this happen. We'll also discuss the skills required to work in this competitive industry and how education can prepare students to succeed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bilal:2006:EPI, author = "Sara Saeed Bilal and Fatma Hassan and C. Dianne Martin", title = "Ethics and professionalism for an {IT} professional in the {UAE}", journal = j-SIGCSE, volume = "38", number = "2", pages = "6--7", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138405", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BilalHM06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "In my last column, I provided my personal reflections on educating women in Dubai. In this column, I have asked two of the fourth-year students, Sara and Fatma, to provide their own views about the role that computer technology now plays in the UAE and the impact it is having on their culture. Their comments appear below.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2006:SFP, author = "Donald Gotterbarn", title = "The shinning face of plagiarism: the graying of an issue", journal = j-SIGCSE, volume = "38", number = "2", pages = "7--8", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gotterbarn06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "In 2005 October, ACM issued a new policy and procedures on plagiarism. At SIGCSE 2006, a Birds-of-a-feather (Bof) session had taken place on plagiarism and self-plagiarism. Prior to the Bof, it was amazing to listen to the professorial ramblings about plagiarism such as ``I had a student who plagiarized from the course textbook'', ``I had a student who plagiarized from a paper I wrote.'' Many academics treat a discussion of plagiarism as the academic equivalent of ``What do you think about the weather?'' They are both effective discussion starters about something that has an impact, but something they can't really do anything about. I was struck by how fast we academics opted for simplistic and erroneous reasoning about this subject. There were numerous points of agreement. Some include the following: (1) plagiarism is wrong; (2) it is on the increase (evils of the internet and paper mills); (3) it is (sometimes) hard to detect; (4) it is a problem getting ``others'' to do anything about it; (5) I would rather not have to address instances of plagiarism. We also have avoidance techniques as no longer requiring term papers or having all work done in class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2006:NRC, author = "Tony Clear", title = "On the necessity of removing ``cruelty'' from the teaching of computing", journal = j-SIGCSE, volume = "38", number = "2", pages = "8--10", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138409", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Clear06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "In his famous article [1] Edsger Dijkstra reflected upon how cruel it would be truly to teach computer science. For some reason the CS community over the years have taken the sadistic element of his entreaties to heart. Why is this so? Does it have intuitive appeal to those CS educators who believe in the ``hard man'' school of computer science and the ``real programmers don't eat quiche'' model of education?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2006:GCN, author = "John T. Gorgone", title = "Graduate curriculum now available", journal = j-SIGCSE, volume = "38", number = "2", pages = "10--11", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gorgone06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The Joint ACM-AIS (Association for Information Systems) Graduate Curriculum Task Force presented its final report for approval to the ACM Education Board and AIS Council in December 2005. The approved report, ``MSIS 2006: Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems,'' is published as the first article in Communications of AIS in January 2006 [1] and is reprinted in this issue of inroads for ACM SIGCSE members. This is the first time SIGCSE published an information systems model curriculum report.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2006:CMI, author = "Raymond Lister", title = "Call me {Ishmael}: {Charles Dickens} meets {Moby Book}", journal = j-SIGCSE, volume = "38", number = "2", pages = "11--13", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Lister06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us \ldots{}[2].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2006:TAL, author = "Henry MacKay Walker", title = "Thoughts about lecturing", journal = j-SIGCSE, volume = "38", number = "2", pages = "13--15", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Walker06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Lectures have a negative image these days. Yet many conference sessions follow a lecture format, and anecdotal evidence suggests that may courses utilize lectures extensively. This column seeks to encourage discussions of pedagogy by identifying advantages and disadvantages of lecturing and presenting variations of the lecture format that address some of its criticisms. Please contact the author with your feedback and arguments in rebuttal!", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2006:ITP, author = "Robert D. Campbell", title = "Information technology: \ldots{} a program of study", journal = j-SIGCSE, volume = "38", number = "2", pages = "15--16", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Campbell06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Many readers will be familiar with the associate-degree curriculum guidelines published in 2000 by the ACM Two-Year College Education Committee, under the grouping ``Programs to Support Computing in a Networked Environment'' and providing ``performance objectives to encompass the technical skills and knowledge required for associate-degree programs in each of three areas: User Support Services, Networking Services, and Internet/Web Services.'' Today many would instantly identify these tracks as linchpins in the realm now commonly referred to as ``I.T.'' --- the discipline of Information Technology. Just a short five years ago, that phrase --- IT --- wasn't nearly as prevalent as today and certainly wasn't perceived as a defined discipline. However, the last few years in particular have seen much more attention paid to bringing a sense of structure among and distinction between many areas of concentration within computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2006:ML, author = "Gordon Davies", title = "On the merits of e-learning", journal = j-SIGCSE, volume = "38", number = "2", pages = "16--17", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138419", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Davies06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Over the last few years, I have become increasingly involved in elearning. I was fortunate to be invited to serve on the Steering Committee of the Swiss Virtual Campus [1] and this has enabled me to see at first hand the many elearning developments that are taking place on campus universities in Switzerland. The Swiss Virtual campus project started in 1999 and has had a significant impact on elearning in Switzerland. Approximately CHF 50-million or EUR 35-million in funds have been distributed to various university consortia in order to develop elearning courses. They used a fifty-fifty financing model between federal government and educational institutions; ten universities, two Swiss federal institutes of technology, and seven universities of applied sciences took part. Many outstanding examples of elearning were produced, although I have seen few in the informatics area. SVC courses are not usually whole programmes, but teaching units available on the Internet. They replace conventional university lectures, many of which are held in severely overcrowded auditoriums. At this stage, it should be emphasised that SVC is not aiming to transfer entire courses of study to the Internet. On the contrary, compulsory online courses are intended to supplement existing lectures and training programmes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2006:JFP, author = "Peter B. Henderson", title = "The {Josephus Flavius}' problem", journal = j-SIGCSE, volume = "38", number = "2", pages = "17--20", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Henderson06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "You may have used the Josephus Problem as a programming assignment in one of your courses. I have been using this problem for many years in CS1 or CS2, primarily to illustrate applications of various data structures and algorithmic problem solving. The resulting ``brute force'' solution works, but is not elegant. Accordingly, I challenge students to analyze the problem more mathematically and use mathematical thinking to seek a more precise solution. Few students are successful. However, computer science students should develop the skills necessary to find both solutions, algorithmic and mathematical model. The latter provides an efficient solution that can be used to validate the algorithmic solution --- very important for critical systems components.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2006:GC, author = "David Ginat", title = "Graph cycles", journal = j-SIGCSE, volume = "38", number = "2", pages = "20--22", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138423", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Ginat06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Most of the previous challenges in this column were based on very little CS knowledge, but required problem-solving competence. This is also the case with the ``Queens on a chessboard'' challenge solved in the second part of this issue. The first part of the issue presents a graph-based challenge and requires familiarity with graph algorithms. Yet, the main theme in its solution is problem-solving through suitable insight.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2006:MOC, author = "John Impagliazzo", title = "Meet our columnists for this issue", journal = j-SIGCSE, volume = "38", number = "2", pages = "23--23", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138425", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Impagliazzo06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McConnell:2006:ACLa, author = "Jeffrey J. McConnell", title = "Active and cooperative learning: further tips and tricks (part 3)", journal = j-SIGCSE, volume = "38", number = "2", pages = "24--28", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Active and cooperative learning can energize the instructor, students, and the classroom. This third article in a series on active and cooperative learning discusses the characteristics that make groups effective as well as techniques for the formation and evaluation of groups. Icebreaking exercises that can demonstrate the value of cooperation and teamwork are also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McConnell:2006:ACLc, author = "Jeffrey J. McConnell", title = "Active and cooperative learning: further tips and tricks (part 3)", journal = j-SIGCSE, volume = "38", number = "2", pages = "24--28", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#McConnell06; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Standish:2006:UPP, author = "Thomas A. Standish and Norman Jacobson", title = "Using {$ O(n) $} {ProxmapSort} and {$ O(1) $} {ProxmapSearch} to motivate {CS2} students, {Part II}", journal = j-SIGCSE, volume = "38", number = "2", pages = "29--32", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#StandishJ06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Presenting ``cool'' algorithms to CS2 students helps convince them that the study of data structures and algorithms is worthwhile. An algorithm is perceived as cool if it is easy to understand, very fast on large data sets, uses memory judiciously and has a straightforward, short proof --- or at least a convincing proof sketch --- using accessible mathematics. To illustrate, we discuss two related and relatively unknown algorithms: ProxmapSort, previously discussed in Part I of this paper, and ProxmapSearch, discussed here.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shiau:2006:AVS, author = "LieJune Shiau", title = "An application of vector space theory in data transmission", journal = j-SIGCSE, volume = "38", number = "2", pages = "33--36", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138428", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Shiau06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This work illustrates an application of vector spaces to data transmission theory. We show how Hamming code error detection and error correction are done through the tool of various theories in vector space. It is hoped that this article will explain the importance of abstract mathematics, such as vector space and basis, in the application of data transmission, which enlightens mathematics and computer science majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2006:VDQ, author = "Timothy J. Rolfe", title = "{Las Vegas} does $n$-queens", journal = j-SIGCSE, volume = "38", number = "2", pages = "37--38", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Rolfe06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper presents two Las Vegas algorithms to generate single solutions to the n-queens problem. One algorithm generates and improves on random permutation vectors until it achieves one that is a successful solution, while the other algorithm randomly positions queens within each row in positions not under attack from above.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bennedsen:2006:AAI, author = "Jens Bennedsen and Michael E. Caspersen", title = "Abstraction ability as an indicator of success for learning object-oriented programming?", journal = j-SIGCSE, volume = "38", number = "2", pages = "39--43", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BennedsenC06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Computer science educators generally agree that abstract thinking is a crucial component for learning computer science in general and programming in particular. We report on a study to confirm the hypothesis that general abstraction ability has a positive impact on programming ability. Abstraction ability is operationalized as stages of cognitive development (for which validated tests exist). Programming ability is operationalized as grade in the final assessment of a model-based objects-first CS1. The validity of the operationalizations is discussed. Surprisingly, our study shows that there is no correlation between stage of cognitive development (abstraction ability) and final grade in CS1 (programming ability). Possible explanations are identified.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brusilovsky:2006:WSV, author = "Peter Brusilovsky and Jonathan Grady and Michael Spring and Chul-Hwan Lee", title = "What should be visualized?: faculty perception of priority topics for program visualization", journal = j-SIGCSE, volume = "38", number = "2", pages = "44--48", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BrusilovskyGSL06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "To guide our work on adaptive explanatory program visualization the authors prepared a questionnaire that was broadly distributed among teachers of programming-related subjects. The questionnaire was designed to collect a list of topics that are considered important, but hard to teach and to solicit suggestions on using visualization for teaching these topics. This paper introduces the questionnaire, explains how it was administered, and presents the results that we consider of interest to the teachers of programming community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2006:MDT, author = "Nell B. Dale", title = "Most difficult topics in {CS1}: results of an online survey of educators", journal = j-SIGCSE, volume = "38", number = "2", pages = "49--53", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Dale06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "In the spring of 2004, a survey was posted on the Internet concerning the content of the first course in computing (CS1) and email messages were sent to approximately 3,500 instructors asking them to participate in the survey. Three hundred fifty one faculty members responded. The responses to one survey item form the basis of this paper: ``In your experience, what is the most difficult topic to teach in CS1?'' This paper describes the demographics of the respondents and present a content analysis of the responses to this item. The analysis indicates that the difficult topics fall into four categories: problem solving and design, general programming topics, object-oriented constructs, and student maturity (or lack thereof). The paper presents the specific topics within each category along with sample comments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCauley:2006:CBS, author = "Ren{\'e}e McCauley and Christopher W. Starr and Walter Pharr and RoxAnn H. Stalvey and George Pothering", title = "Is {CS1} better with the same lecture and lab instructor?", journal = j-SIGCSE, volume = "38", number = "2", pages = "54--60", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#McCauleySPSP06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper presents results from a four-semester classroom experiment to assess whether the introductory programming lecture and closed-laboratory courses would be more effective if they were taught by the same or different instructors. Using a common final exam and lab practical as dependent variables, we determined there is no statistically significant effect on learning outcomes by having the same instructor for lecture and lab. Results of a qualitative survey, however, showed a statistically significant difference in student satisfaction for the same-instructor group over the different-instructor group.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jensen:2006:TUC, author = "Bradley K. Jensen and Melinda Cline and Carl Stephen Guynes", title = "Teaching the undergraduate {CS} Information Security Course", journal = j-SIGCSE, volume = "38", number = "2", pages = "61--63", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#JensenCG06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper presents a lab based approach to teaching the undergraduate CS Information Security course. Given the magnitude of real and potential loses associated with security breaches, employers increasingly expect graduates of CS programs to have an understanding of information security concepts. The infrastructure requirements for the course includes setting up a secure laboratory environment to accommodate the development of viruses and worms. The labs and lectures are intended to instruct students in the inspection and protection of information assets, and detection of and reaction to threats to information assets.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Grisham:2006:DEE, author = "Paul S. Grisham and Herb Krasner and Dewayne E. Perry", title = "{Data Engineering} education with real-world projects", journal = j-SIGCSE, volume = "38", number = "2", pages = "64--68", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#GrishamKP06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper presents an experience report on teaching Data Engineering using a real-world project domain. Our course introduces databases within the context of Systems and Information Engineering, supplementing relational database theory with requirements engineering, design, and analysis. The primary deliverable of the course was a semester-long project to implement an information system in a real-world application domain, interacting with an external customer with uncertain requirements. We believe that real-world projects motivate students to apply good Software Engineering principles in the classroom and encourage those principles to be adopted into industrial practice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2006:MPC, author = "Torben Lorenzen and Hang-Ling Chang", title = "{MasterMind\TM}: a predictor of computer programming aptitude", journal = j-SIGCSE, volume = "38", number = "2", pages = "69--71", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#LorenzenC06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "For two semesters, the authors have tested CS1 introductory students on their ability to play the MasterMind\copyright{} game at the beginning of the semester and compared those scores with in class programming test scores. The resulting correlations suggest that this game can be used as part of a computer programming aptitude test. This aptitude test could be used to advise potential students or employees about their probable success as programmers. Our survey of the literature yielded many programming aptitude tests with correlations lower than ours of 0.6; we are unique in using a game as an aptitude test.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2006:SIC, author = "Orit Hazzan and Tami Lapidot", title = "Social issues of computer science in the {``Methods of Teaching Computer Science in the High School''} course", journal = j-SIGCSE, volume = "38", number = "2", pages = "72--75", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138437", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#HazzanL06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper discusses social issues of Computer Science in the context of the preparation of high school Computer Science teachers. Specifically, it focuses on the importance of addressing social issues in the Methods of Teaching Computer Science in the High School course and illustrates the actual teaching, in the course, of the following three social issues of Computer Science: ethics, diversity, and history of Computer Science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hepting:2006:EUT, author = "Daryl H. Hepting", title = "Ethics and usability testing in computer science education", journal = j-SIGCSE, volume = "38", number = "2", pages = "76--80", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Hepting06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Ethics and usability testing are increasingly important parts of a modern computer science education, given the changing profile of computer science employment and the increased focus on privacy. This paper introduces the concept of a participant pool, a means to recruit participants for research, which can be a valuable tool in teaching usability testing and ethics. It has a role in an overall emphasis on software quality and the importance of research. It can also help to increase the profile of this research and the desirability of a Computer Science degree to the larger population.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ilias:2006:USC, author = "Aristidis Ilias and Maria Kordaki", title = "Undergraduate studies in computer science and engineering: gender issues", journal = j-SIGCSE, volume = "38", number = "2", pages = "81--85", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#IliasK06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This study focuses on gender issues in terms of participation, achievement and duration of studies at the Tertiary level of education in Computer Science and Engineering (CS\&E). For this reason, 1957 degrees earned by Computer Engineers were studied. These diplomas cover a 21 year period of graduation at the Computer Engineering and Informatics Department (CEID), University of Patras, Greece. The analysis of the data shows that: (a) male graduate students outnumbered the female ones by three to one, (b) in terms of achievement, no significant differences exist between male and female graduate computer engineers, and (c) female students complete their studies earlier than their male counterparts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hu:2006:WUI, author = "Chenglie Hu", title = "When to use an interface?", journal = j-SIGCSE, volume = "38", number = "2", pages = "86--90", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Hu06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Interface, as an object-oriented programming construct, has been one of the most difficult concepts for students to understand and apply properly. Textbooks often only address the shallow side of usefulness of interfaces, and some may even mislead as to when and how an interface should be used. This article argues that the interfaces can only be effectively taught in a context of program design. The material is appropriate to be included in a second course on programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Randall:2006:DAC, author = "Cindy H. Randall and Barbara A. Price", title = "Desirable attributes for computing graduates: is there agreement?", journal = j-SIGCSE, volume = "38", number = "2", pages = "91--96", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#RandallP06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Students selecting information-based degree programs such as Information Systems (IS), Computer Science (CS), and Information Technology (IT) are entering into programs comprised of many analytical and technical classes. It would seem that if these programs are meeting their objectives, the skills and attributes these students believe lead to academic success would be viewed as critical by the faculty who teach in these programs or those approved by the Computing Accreditation Commission (CAC) of ABET, Inc. Students and faculty from three universities were surveyed on the importance of skills/attributes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shaffer:2006:ETG, author = "Clifford A. Shaffer", title = "Experiences teaching a graduate research methods course", journal = j-SIGCSE, volume = "38", number = "2", pages = "97--101", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Shaffer06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Teaching research methods to computer science graduate students presents a number of significant challenges. Of particular concern is the extreme breadth of material that must be covered and the diversity of the students taking the course. This paper describes the implementation of the graduate research methods course at Virginia tech. The primary goal of this course is to improve the ability of research-track students to perform graduate research and more generally to prepare for their professional career (not necessarily in research). A notable feature of our implementation is the use of authentic assignments whenever possible.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shumba:2006:DHC, author = "Rose Shumba", title = "The development of a {Human Computer Interaction} course at a senior synthesis course", journal = j-SIGCSE, volume = "38", number = "2", pages = "102--104", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Shumba06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "HCI has been taught in universities and colleges as an elective for computer science majors. An inter-disciplinary synthesis course was developed in the Department of Computer Science at Indiana University of Pennsylvania. The course was first offered in the fall of 2004. Objectives, content, and pedagogy of this course are outlined. The paper is concluded by citing challenges and issues regarding the development and launching of such a course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wang:2006:ITC, author = "Yang Wang", title = "It is time for a computer application degree", journal = j-SIGCSE, volume = "38", number = "2", pages = "105--109", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138444", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Wang06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Contemporary computer technology has spread computing activity to almost every field. The computing industry's need for application software developers who have not only proficient programming skills but also a good understanding of subjects in a specific application field has grown rapidly. Continuing to use existing degree programs in computer science to train expected application software developers would not only be a disservice to students but also hamper the further development of computer science programs themselves. Thus, a new degree program is called for in the sub-discipline of computer applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Talabis:2006:HLD, author = "Ryan Talabis", title = "{Honeynet} learning: discovering {IT} security", journal = j-SIGCSE, volume = "38", number = "2", pages = "110--114", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Talabis06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Learning IT Security in a classroom setting has often been a frustrating endeavor for both instructors and students alike. From our experience, traditional instructional methods like direct instruction and lectures though widely used and effective in most other areas have significant shortcomings when applied in IT security learning. In this paper, we shall propose an alternative approach to learning and teaching IT Security called Honeynet Learning which uses the Honeynet as a tool and resource to augment both student and instructor learning. This approach will incorporate the learning concepts that we feel is important to promote learning in IT Security namely discovery, feedback and ``real world'' experience. Aside from this, we shall be illustrating an actual methodology built upon these concepts that can be applied in the typical IT Security course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gupta:2006:CLE, author = "Gireesh K. Gupta", title = "Computer literacy: essential in today's computer-centric world", journal = j-SIGCSE, volume = "38", number = "2", pages = "115--119", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gupta06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Computer literacy is a fundamental part of undergraduate curriculum today. Computer literacy is as basic to undergraduate students as the course work in core curriculum in today's computer-centric information age [6]. The number of computers-in-use worldwide is growing, especially in the developing countries [3]. Computers affect every facet of our lives and every sector of the global society. Employers prefer workers who are computer literate because they are more productive and efficient at work than those who are not computer literate. This paper focuses on computer literacy and its benefits to people of all ages --- children, teenagers, adults and seniors. I also describe the implementation of computer competency requirement at Belmont Abbey College and the process students follow to satisfy this requirement in order to graduate.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2006:MMC, author = "John T. Gorgone and Paul Gray and Edward A. Stohr and Joseph S. Valacich and Rolf T. Wigand", title = "{MSIS} 2006: model curriculum and guidelines for graduate degree programs in information systems", journal = j-SIGCSE, volume = "38", number = "2", pages = "121--196", month = jun, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1138403.1138448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:27 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#GorgoneGSVW06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This article presents the MSIS 2006 Model Curriculum and Guidelines for Graduate Degree Programs in Information Systems. As with MSIS 2000 and its predecessors, the objective is to create a model for schools designing or revising an MS curriculum in Information Systems. The curriculum was designed by a joint committee of the Association for Information Systems and the Association for Computing Machinery. MSIS2006 is a major update of MSIS 2000. Features include increasing the number of required courses from 10 to 12 while revising prerequisites, introducing new courses and revising existing courses to modernize the curriculum, and alternatives for phased upgrading from MSIS2000 to MSIS 2006.As with the previous curriculum, it is the product of detailed consultation with the IS community. The curriculum received the endorsement of 8 major IS professional groups.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DiCosmo:2006:EC, author = "Roberto {Di Cosmo}", title = "Educating the e-citizen", journal = j-SIGCSE, volume = "38", number = "3", pages = "1--1", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140125", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The education of computer science students is a challenging task: the complexity of the material that is part of a curriculum is increasing at an astonishing pace, following the complexity of the software artifacts that our students are trained to master. The free software revolution has entered the scene, and offers new challenges, and new solutions; on one side, the sheer amount of code available as free software today calls for the education of a new kind of computer scientist, and software engineer: they must be prepared to manage the complexity of software systems built out of components coming from all around the planet, evolving at fast, yet unrelated pace, and whose source code is freely available for inspection or customization. On the other side, this very same availability of the source code gives our student the possibility to reach a level of technical insight that was previously unthinkable. In this talk, we will try to give a few examples of new research challenges emerging from the free software revolution, as well as evidence that teaching computer science can no longer be done without free software. Nevertheless, it would be a huge error to believe that we are only called to educate computer scientists and software engineers, and hence could stick to a purely technical view of our duties: due to the unprecedented penetration of ICT in every aspects of everyday life, we are also, as computer science teachers, the first responsible of educating the citizens of tomorrow. This duty will not be fulfilled by simply passing over technical details: as the recent example of the electronic voting machines clearly show, we face the challenge of educating e-citizens which are not simply computer literate, but have a mental model of computer machinery allowing them a clear understanding of the limitations of this technology which is beautiful, but in no way magic.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Young:2006:AFS, author = "Alison Young and Logan Muller", title = "Aluminum foil satellite dishes and a millennium of experience: sustainability in the high {Andes}", journal = j-SIGCSE, volume = "38", number = "3", pages = "2--2", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140126", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This address will describe an ICT research project that is context specific and achieved economic and social turnarounds where other ICT projects have failed. The message for computer science educators and professionals is that desired impact has less to do with science and technology and more to do with understanding context and culture. Evaluating implementation options to advance educational and social needs is applying intelligence to technology. Technology without context is a chasm. Literature on contextual relevance such as Habermas, Friere, Husserl, Gadamer, Borgman, abounds. However the absence of minorities in our computer classes, the overarching business use of technology to automate historic processes and the obsession with development of new technologies in the abstract without considering their applications indicate that our profession is slow to grasp this. The ancient Incan culture, through the Quechuan people of Antabamba Peru, a remote indigenous society high in the Andean Mountains has over 700 years of proven social, environmental and economically sustainable practice. Until only 10 years ago Antabamba was a time capsule which was isolated from the world by several days walk from the nearest road. When the road was built in 1995 the multinational products, television, marketing and western philosophies of business practice soon followed. Within 10 years the population of Antabamba was worse off than in anytime in the previous 700 years and risked losing what the developed world is in search of, sustainable practice. Starting in 2003 the Unitec project spent a year learning what had underpinned this ancient culture. Yesterdays wireless technologies, internet, web design, No. 8 wire, aluminum foil satellite dishes and some basic tools were grounded in the traditional Incan methodologies of sharing, learning and understanding. Unparalleled results were achieved. Together with the local communities, the Unitec project developed a methodology called ``Community Centric Empowerment'' (CCE) which has been attributed by OSIPTEL, the Telecommunications Authority in Peru and the Latin American telecommunication council representative as the deciding factor that has separated this project from other ``telecenter'' projects in Latin America. Additional studies focusing on the ability of ICT to reduce poverty and exploitation in third world countries by FITEL, the Rural development wing of OSIPTEL in Peru, support the notion of the importance of how, rather than what, when it comes to ICT use for poverty reduction (Bossio 2005) (Newman 2006). These studies showed the usage patterns and impact of the Unitec project to be quite distinctive compared with any other poverty alleviation project using ICT.In keeping with the phenomenological methodology of the initial study, this address will describe the story of the Peruvian project to demonstrate to ICT educators and professionals that how we implement ICT is as important as what we implement, when social and economic sustainability are our objectives. It lays down a challenge to ICT educators and professionals to reconsider the priorities in our teachings and philosophies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pargas:2006:RLI, author = "Roy P. Pargas", title = "Reducing lecture and increasing student activity in large computer science courses", journal = j-SIGCSE, volume = "38", number = "3", pages = "3--7", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140129", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes how one instructor uses a web-based tool called MessageGrid in a laptop-enhanced computer science course to accomplish five goals: (1) to solicit questions from students regarding pre-lecture reading assignments, (2) to engage the students in classroom activity that supports the lecture material for the day, (3) to conduct short, frequent assessments of student comprehension, (4) to conduct exercises that encourage peer-learning, and (5) to use Ink -based software animations to supplement the lecture material for the day. We present MessageGrid and explain how the short lecture exercises (called lexes) help engage the students in class. We show how the assessment component of MessageGrid helps students know whether or not they learning the material as they should, and enables the instructor to identify students who are falling behind. We present four different ways of designing lexes. We end with conclusions and plans for future work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guerreiro:2006:CAP, author = "Pedro Guerreiro and Katerina Georgouli", title = "Combating anonymousness in populous {CS1} and {CS2} courses", journal = j-SIGCSE, volume = "38", number = "3", pages = "8--12", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140130", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the causes for unsatisfactory results in first year programming courses, as we have observed, is anonymousness: individual students mostly follow the course without recognition from their peers and their teachers, and this often discourages them. Therefore, increasing the visibility of what happens in the classroom and in the labs, as well as helping the students to know who their colleagues are and how they are performing can be very helpful. We recommend three complementary educational strategies which include video recording the classes and making the recordings available on the Internet to help students to review the lectures, using a web-based learning management system to foster the communication between teachers and students and among students, and increasing the visibility of student work by adopting an automatic grading system for lab assignments which can in parallel be used for self-assessment purposes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spacco:2006:EMD, author = "Jaime Spacco and David Hovemeyer and William Pugh and Fawzi Emad and Jeffrey K. Hollingsworth and Nelson Padua-Perez", title = "Experiences with {Marmoset}: designing and using an advanced submission and testing system for programming courses", journal = j-SIGCSE, volume = "38", number = "3", pages = "13--17", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140131", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We developed Marmoset, an automated submission and testing system, to explore techniques to provide improved feedback to both students and instructors as students work on programming assignments, and to collect data to perform detailed research on the development processes of students. To address the issue of feedback, Marmoset provides students with limited access to the results of the instructor's private test cases using a novel token-based incentive system. This both encourages students to start their work early and to think critically about their work. Because students submit early, instructors can monitor all students' progress on test cases, helping identify challenging or ambiguous test cases early in order to update the project specification or devote additional time in lecture or lab sessions to the difficult test cases. To study and better understand the development process of students, Marmoset can be configured to transparently capture snapshots to a central repository everytime students save their files. These detailed development histories offer a unique, detailed perspective of each student's progress on a programming assignment, from the first line of code written and saved all the way through the final edit before the final submission. This type of data has proven extremely valuable many uses, such as mining new bug patterns and evaluating existing bug-finding tools. In this paper, we describe our initial experiences using Marmoset in several introductory computer science courses, from the perspectives of both instructors and students. We also describe some initial research results from analyzing the student snapshot database.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Waite:2006:DIM, author = "William M. Waite and Assad Jarrahian and Michele H. Jackson and Amer Diwan", title = "Design and implementation of a modern compiler course", journal = j-SIGCSE, volume = "38", number = "3", pages = "18--22", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140132", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Current literature states that the undergraduate curriculum can no longer afford the luxury of a traditional compiler construction course. Nevertheless, there is an increasing need for an understanding of how to design and implement domain-specific languages. This paper presents a modern course in compiler construction, designed to provide a student with the capability of quickly constructing robust processors for a variety of language-related applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shanmugasundaram:2006:KBU, author = "Vijayakumar Shanmugasundaram and Paul Juell and Curt Hill", title = "Knowledge building using visualizations", journal = j-SIGCSE, volume = "38", number = "3", pages = "23--27", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140134", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe our efforts in knowledge building by creating visualizations. Our efforts include problem-based learning. We have identified a problem that the students have in learning OOP. To solve that problem we engage our students in the classroom using existing visualizations created by students of the earlier class, then we have the currents students improve the existing visualizations, or create new visualizations for future use in the same class. We describe the process of building knowledge, problem based learning, the details of the visualizations, our observations and the merits of this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomasson:2006:IND, author = "Benjy Thomasson and Mark Ratcliffe and Lynda Thomas", title = "Identifying novice difficulties in object oriented design", journal = j-SIGCSE, volume = "38", number = "3", pages = "28--32", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140135", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report on a study of novice programmers' object oriented class designs. These designs were analysed to discover what faults they displayed. The two most common faults related to non-referenced classes (inability to integrate them into the solution), and problems with attributes and class cohesion. The paper ends with some implication for teaching that may be indicated by the empirical results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pullen:2006:SDE, author = "J. Mark Pullen", title = "Scaling up a distance education program in computer science", journal = j-SIGCSE, volume = "38", number = "3", pages = "33--37", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140136", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes issues and their solutions in presenting a graduate program in distance education online. The author developed significant experience in synchronous Internet distributed education by experimental teaching online. This process has produced an open-source software system for synchronous online teaching and learning, Network EducationWare. That system is described, along with experience in expanding its use from one course to a graduate Computer Science degree program. Detailed discussions elaborate problems encountered and their solutions. Experience has shown that online teaching in this format is beneficial to students, supportable by faculty, and affordable by the educational institution, in part due to the effective implementation described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bennett:2006:HSC, author = "Andrew Bennett and Joanna Briggs and Martyn Clark", title = "High school computing clubs: a pilot study", journal = j-SIGCSE, volume = "38", number = "3", pages = "38--42", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140137", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While classes in IT skills are endemic, high school students in the UK rarely experience computer science. We present a pilot of a scheme that aims to go some way towards addressing this. Specifically, computing clubs were run on high school premises by high school teachers using material prepared by the University of Leeds School of Computing and supported by volunteer undergraduate mentors. Feedback suggests that the clubs were highly successful in their objectives of broadening understanding of the idea of a computer and introducing the concept of a computer program. School students, their teachers and the undergraduate volunteers all report an enjoyable, purposeful experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gray:2006:IAM, author = "Geoffrey R. Gray and Colin A. Higgins", title = "An introspective approach to marking graphical user interfaces", journal = j-SIGCSE, volume = "38", number = "3", pages = "43--47", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140139", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The increasing expectations of users for ever more functional and impressive Graphical User Interfaces (GUIs) have instigated changes to the way in which programming languages are taught. The rise in popularity of the subject matter has caused problems for lecturers with regards to time and costs. The numbers of student solutions that need to be marked in short periods of time are barely feasible for one person alone or even a marking team to manage; this has been a major influence in the development of marking systems. No system exists for marking GUI programs, indeed few exist for marking any programs. This paper presents the concepts behind an introspective testing and marking tool for GUIs. The hierarchical relationship between interface components and the use of an introspective approach allows us to retrieve data from the GUI components themselves, rather than through relative estimations. This not only allows for dynamic testing of the student's solutions but also aesthetic testing measures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brusilovsky:2006:WIC, author = "Peter Brusilovsky and Tomasz D. Loboda", title = "{WADEIn II}: a case for adaptive explanatory visualization", journal = j-SIGCSE, volume = "38", number = "3", pages = "48--52", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140140", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Adaptive explanatory visualization is an attempt to integrate two promising approaches to program visualization: adaptive visualization and explanatory visualization. The goal of this paper is to demonstrate the ideas of adaptive explanatory visualization using a practical example. The paper introduces the WADEIn II system for the visualization of expression evaluation in the C programming language, shows how expression evaluation visualizations can be made adaptive, and explains our approach to the adaptive generation of explanations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Plimmer:2006:PTE, author = "Beryl Plimmer and Robert Amor", title = "Peer teaching extends {HCI} learning", journal = j-SIGCSE, volume = "38", number = "3", pages = "53--57", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140141", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Crafting a good user experience requires skills in several disciplines. Few people have this breadth of knowledge, and undergraduate computer science students are no exception. Encouraging computer science students to appreciate the ways that other disciplines contribute to Human Computer Interaction is important, yet difficult. Our students learn about this disciplinary interdependence through peer teaching as part of a group project. Each group contains students with complementary skills and we expect a transfer of knowledge. Here we discuss the educational theory behind the project, the project's essential elements and an evaluation of how it aids learning. The model we have developed could be easily adapted for other courses which draw on diverse skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koppelman:2006:CRC, author = "Herman Koppelman and Betsy van Dijk", title = "Creating a realistic context for team projects in {HCI}", journal = j-SIGCSE, volume = "38", number = "3", pages = "58--62", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140142", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Team projects are nowadays common practice in HCI education. This paper focuses on the role of clients and users in team projects in introductory HCI courses. In order to provide projects with a realistic context we invite people from industry to serve as clients for the student teams. Some of them have a professional interest in participating in our course and define a project themselves. Another way we make projects realistic is to have teams evaluate their designs with real users. We describe how we incorporate the role of clients and users in our courses and describe our experiences. One of the results of our evaluations is that most students find it very interesting and stimulating to work with a client on a 'real' project from industry.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pak:2006:IDD, author = "Suehee Pak and Eunha Rho and Juno Chang", title = "Industrial demand-driven curriculums for computer-software field in {Korea}", journal = j-SIGCSE, volume = "38", number = "3", pages = "63--67", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140144", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In order to meet increasing industrial demand for quality IT experts in the computer-software field, demand-driven undergraduate curriculums have been developed and applied to college education in Korea. The computer-software field has been categorized into several specialized areas, tracks, and educational contents have been designed and constructed for each track. In this paper, a 6-phased curriculum development methodology is suggested and artifacts produced in each phase of the development process are described. By applying iterative and incremental principles of the methodology, all artifacts have been continuously updated.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamer:2006:SEC, author = "John Hamer", title = "Some experiences with the ``contributing student approach''", journal = j-SIGCSE, volume = "38", number = "3", pages = "68--72", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140145", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report on our recent experiences with Collis' ``contributing student approach'' in two computing courses. Departing radically from traditional lecture-based teaching, the approach involves students preparing learning resources to share with other members of the class. Contributions are peer assessed, lectures become class meetings, and the course web page is replaced by a shared ``wiki'' collaboration tool to which all students can contribute. Consequently, students are inescapably placed at the centre of all learning activities. The approach may form a model for higher education courses that aspire to equip students with the skills necessary to function effectively in the knowledge era.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2006:RCS, author = "Timothy A. Davis and John Kundert-Gibbs", title = "The role of computer science in digital production arts", journal = j-SIGCSE, volume = "38", number = "3", pages = "73--77", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140146", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Special effects production is a rapidly expanding field in the film, television, and gaming industries. The educational goals and requirements for digital artists in these fields vary widely, and tend to change dramatically over short spans of time. Several years ago, we began a new graduate program at Clemson University to train students in this field. Though the impetus to develop the program originated in the computer science department, the department was not suited to cover all of the topics necessary, even with the addition of several new courses. Accordingly, the program was established as interdisciplinary, with major components in computer science and art. The computer science portion of the curriculum emphasizes basic computing concepts, especially programming. The program has evolved from a somewhat disparate collection of courses into a tighter, more integrated, educational experience, with a high graduate placement in the industry each year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Giangrandi:2006:NMV, author = "Paolo Giangrandi and Claudio Mirolo", title = "{``Numeri e Macchine''}: a virtual museum to learn the history of computing", journal = j-SIGCSE, volume = "38", number = "3", pages = "78--82", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140147", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Considering a historical perspective may be not only, in Knuth's witty words [?], ``one of the ways to help make computer science respectable,'' but also a valuable tool for education purposes. After outlining the main reasons for teaching the history of computing, in this paper we present a virtual museum on the subject, addressed to Italian students, developed in a cooperative project engaging both university and school teachers. It is meant first of all as an opportunity to experiment a learning environment suitable to explore the cultural roots of computer science, especially in the school ages. We are now planning classroom experiences to assess this tool, as well as proposing it in a curricular course on the history of computer science for training secondary school teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2006:UPA, author = "Pete Thomas and Kevin Waugh and Neil Smith", title = "Using patterns in the automatic marking of {ER}-diagrams", journal = j-SIGCSE, volume = "38", number = "3", pages = "83--87", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140149", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper illustrates how the notion of pattern can be used in the automatic analysis and synthesis of diagrams, applied particularly to the automatic marking of ER-diagrams. The paper describes how diagram patterns fit into a general framework for diagram interpretation and provides examples of how patterns can be exploited in other fields. Diagram patterns are defined and specified within the area of ER-diagrams. The paper also shows how patterns are being exploited in a revision tool for understanding ER-diagrams.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Amelung:2006:EEA, author = "Mario Amelung and Michael Piotrowski and Dietmar R{\"o}sner", title = "{EduComponents}: experiences in e-assessment in computer science education", journal = j-SIGCSE, volume = "38", number = "3", pages = "88--92", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140150", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "To reduce the workload of teachers and to improve the effectiveness of face-to-face courses, it is desirable to supplement them with Web-based tools. This paper presents our approach for supporting computer science education with software components which support the creation, management, submission, and assessment of assignments and tests, including the automatic assessment of programming exercises. These components are integrated into a general-purpose content management system (CMS) and can combined with other components to create tailor-made learning environments. We describe the design and implementation of these components, and we report on our practical experience with deploying the software in our courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Axelsson:2006:SAS, author = "Karin Axelsson and Ulf Melin and Tommy Wedlund", title = "Student activity in seminars: designing multi-functional assessment events", journal = j-SIGCSE, volume = "38", number = "3", pages = "93--97", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140151", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe assessment in seminars where high student activity is encouraged. The aim of our work has been to design assessment events that result in deep learning and high student activity, but still provide the teacher with a reliable basis for justice in examinations. We will discuss a course in electronic commerce where we have been working with two progressive seminars. Experiences from this attempt are discussed and analysed in the paper.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Higgins:2006:FCB, author = "Colin A. Higgins and Brett Bligh", title = "Formative computer based assessment in diagram based domains", journal = j-SIGCSE, volume = "38", number = "3", pages = "98--102", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140152", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an approach to conducting formative assessment of student coursework within diagram-based domains using Computer Based Assessment (CBA) technology. Formative assessment is perceived as a resource-intensive assessment mode and its usage is in steep decline in higher education. CBA technology developed out of the desire to automate assessment due to the necessity of assessing students with decreasing unit-resource; it can overcome the decline in formative assessment by automating those processes which are considered resource-intensive. The system described is based upon the CourseMarker CBA system (formerly CourseMaster / Ceilidh) and the DATsys object-oriented framework for CBA-oriented diagram editors. This paper outlines requirements for obtaining good formative assessment using CBA software and documents a live system which assessed student Entity Relationship diagrams within an undergraduate Database Systems course. Results are presented and considerable extensions proposed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eckerdal:2006:PTC, author = "Anna Eckerdal and Robert McCartney and Jan Erik Mostr{\"o}m and Mark Ratcliffe and Kate Sanders and Carol Zander", title = "Putting threshold concepts into context in computer science education", journal = j-SIGCSE, volume = "38", number = "3", pages = "103--107", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140154", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes Threshold Concepts, a theory of learning that distinguishes core concepts whose characteristics can make them troublesome in learning. With an eye to applying this theory in computer science, we consider this notion in the context of related topics in computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mendes:2006:REP, author = "Emilia Mendes and Lubna Al-Fakhri and Andrew Luxton-Reilly", title = "A replicated experiment of pair-programming in a 2nd-year software development and design computer science course", journal = j-SIGCSE, volume = "38", number = "3", pages = "108--112", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140155", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the results of a replicated pair programming experiment conducted at the University of Auckland (NZ) during the first semester of 2005. It involved 190 second year Computer Science students attending a software design and construction course. We replicated the experiment described in [18], investigating similar issues to those reported in [32] and employing a subset of the questionnaires used in [32]. Our results confirm the use of pair programming as an effective programming/design learning technique.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanks:2006:SAT, author = "Brian Hanks", title = "Student attitudes toward pair programming", journal = j-SIGCSE, volume = "38", number = "3", pages = "113--117", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140156", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students in four introductory programming classes who participated in a pair programming study had very positive attitudes toward pair programming: they liked it, thought that it was fun, would like to do it again, and believed that they learned more because they paired. Although the students as a whole had positive attitudes, the results were not consistent between instructors; in particular, the students in one of the courses were significantly less positive about pair programming. The implications of instructor-based differences in attitude are discussed. This paper also examines the relationship between student confidence and attitudes toward pair programming. The most confident students liked pairing the most, while the least confident students liked it the least. This finding contradicts results that have been reported elsewhere.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2006:SFT, author = "Raymond Lister and Beth Simon and Errol Thompson and Jacqueline L. Whalley and Christine Prasad", title = "Not seeing the forest for the trees: novice programmers and the {SOLO} taxonomy", journal = j-SIGCSE, volume = "38", number = "3", pages = "118--122", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140157", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports on the authors use of the SOLO taxonomy to describe differences in the way students and educators solve small code reading exercises. SOLO is a general educational taxonomy, and has not previously been applied to the study of how novice programmers manifest their understanding of code. Data was collected in the form of written and think-aloud responses from students (novices) and educators (experts), using exam questions. During analysis, the responses were mapped to the different levels of the SOLO taxonomy. From think-aloud responses, the authors found that educators tended to manifest a SOLO relational response on small reading problems, whereas students tended to manifest a multistructural response. These results are consistent with the literature on the psychology of programming, but the work in this paper extends on these findings by analyzing the design of exam questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chen:2006:DAA, author = "Ming-Yu Chen and Jyh-Da Wei and Jeng-Hung Huang and D. T. Lee", title = "Design and applications of an algorithm benchmark system in a computational problem solving environment", journal = j-SIGCSE, volume = "38", number = "3", pages = "123--127", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140159", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Benchmark tests are often used to evaluate the quality of products by a set of common criteria. In this paper we describe a computational problem solving environment based on open source codes and an algorithm benchmark system, which is embedded in the environment as a plug-in system. The algorithm benchmark system can be used to compare the performance of various algorithms or to evaluate the behavior of an algorithm with different input instances. The current implementation allows users to compare or evaluate algorithms written in C/C++. Some examples of the algorithm benchmark system that evaluates the memory utilization, time complexity and the output of algorithms are also presented. Algorithm benchmark impresses the learning effect; students can not only comprehend the performance of respective algorithms but also write their own programs to challenge the best known results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wirth:2006:NAR, author = "Anthony Wirth and Michael Bertolacci", title = "New algorithms research for first year students", journal = j-SIGCSE, volume = "38", number = "3", pages = "128--132", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140160", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Motivated first-year undergraduate students should be exposed to some of the processes of research and some of the latest results. This brings them into the university culture quickly and encourages them to feel part of the development of the computer science discipline. To this end, students in a second-semester first-year computer science subject were presented with a programming project in which the goal was to implement several approximation algorithms for an active research problem. In addition, they were asked to complete four related mathematical puzzles. The lecturer author and the student author show how this project proved to be an exciting experience for them both. The paper concludes with some suggestions for expanding the research influence in this subject.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2006:RTU, author = "Michal Armoni and Judith Gal-Ezer and Orit Hazzan", title = "Reductive thinking in undergraduate {CS} courses", journal = j-SIGCSE, volume = "38", number = "3", pages = "133--137", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140161", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes research on the perception of undergraduate students of the concept of reduction. Specifically, based on an analysis of students' answers to questions addressing different CS topics, we present several findings regarding the ways in which undergraduate students conceive of and apply reduction. In addition to the research description and results, the paper discusses the role of reduction in CS and suggests several teaching applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2006:MMR, author = "Ian Sanders and Vashti Galpin and Tina G{\"o}tschi", title = "Mental models of recursion revisited", journal = j-SIGCSE, volume = "38", number = "3", pages = "138--142", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140162", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students struggle to understand recursion and we need to find good ways to teach the concept. We believe that an understanding of the mental models of recursion that students develop will assist us in teaching them more effectively. In 2003 we reported on a study of the mental models our students developed. This paper discusses some changes that we made to our teaching in 2003 after that study. An analysis of the students' mental models in 2003, 2004 and 2005 shows that more students are developing the copies model of recursion which is always a viable model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevenson:2006:PPP, author = "Daniel E. Stevenson", title = "{PNG} palette permuter", journal = j-SIGCSE, volume = "38", number = "3", pages = "143--147", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140164", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Developing sophomore-level programming assignments that are both interesting to students and that have a good balance between low-level and high-level concepts is a difficult thing to do. The PNG Palette Permuter is a large assignment that does achieve this balance while still being based on topics such as encryption and image processing which students find interesting and relevant. Specifically, the Permuter involves compression, encryption, and steganography. This paper presents this project and discusses the interesting high and low-level issues that occur.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leidig:2006:UCB, author = "Paul M. Leidig and Roger Ferguson and Jonathan Leidig", title = "The use of community-based non-profit organizations in information systems capstone projects", journal = j-SIGCSE, volume = "38", number = "3", pages = "148--152", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140165", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Complaints often expressed about undergraduate computer science or information systems programs,,, is that students graduate with adequate technical skills but often lack an understanding of organizational processes, team project experience, and the ability to integrate information technology in an organizational setting. To address this, educators have historically created service-learning group projects, which leverage local organizations. These types of projects can be very rewarding for students and offer excellent educational opportunities for the students within the group. Educators who have taught service-learning group projects know there are significant problems with using this type of project. These problems include: motivation of students to do their best work, fair individual and overall group assessment, appropriate workload for a semester, and minimizing disruptive outside influences. In addition, the creation of new projects on a continuous semester basis would be very useful for the instructor of a project course. To solve these issues and problems, the following capstone course design was used with success at Grand Valley State University (GVSU). A socially-relevant, community-based assignment with local non-profit organizations provided the basis for the capstone information systems project course described in this paper. This project course produced working applications for actual clients that gave students a unique capstone experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bird:2006:BSE, author = "Steven Bird and James R. Curran", title = "Building a search engine to drive problem-based learning", journal = j-SIGCSE, volume = "38", number = "3", pages = "153--157", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140166", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Search engines pervade the digital world, mediating most access to information instantaneously. We have found that students can build search engine components, and even entire search engines, in the context of problem-based learning in introductory and intermediate computer science courses. The courses cover a broad range of topics in algorithms, data structures, and web design, with a heavy emphasis on programming. Additionally, the internet is coupled with the syllabus at many places, from web design and HTML to graph algorithms and pattern matching. This connection enlivens the discussion of otherwise dry topics like searching, sorting, indexing and hashing. Moreover, the challenge of web-scale computing motivates the continuing students in their later study of formal topics like algorithmic complexity, while non-continuing students acquire transferable analytical skills. We report on the experience in search engine projects for driving problem-based learning in computer science courses, for both high school and university students. Our experience shows that such projects are effective in both introductory and intermediate courses, and readily encompass student groups with diverse programming abilities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevenson:2006:DRW, author = "Daniel E. Stevenson and Paul J. Wagner", title = "Developing real-world programming assignments for {CS1}", journal = j-SIGCSE, volume = "38", number = "3", pages = "158--162", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140167", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Instructors have struggled to generate good programming assignments for the CS1 course. In attempting to deal with this issue ourselves, we have generated two real-world programming assignments that can be solved by most students yet generate challenges for advanced students. We present our overall criteria for a quality programming assignment in CS1, details of the two example assignments, and other issues stemming from the generation and management of these assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2006:IJM, author = "Leen-Kiat Soh", title = "Implementing the jigsaw model in {CS1} closed labs", journal = j-SIGCSE, volume = "38", number = "3", pages = "163--167", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140169", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We apply the Jigsaw cooperative learning model to our CS1 closed labs. The Jigsaw cooperative learning model assigns students into main groups in which each group member is responsible for a unique subtask, gathers all students responsible for the same subtask into a same focus group for focused exploration, returns all students to their original main groups for reporting and reshaping, and then each group integrates the solutions for the subtasks from its members. For our study, we used the Jigsaw model in three CS1 closed labs. For each, there were three sections: (1) students worked individually, (2) students worked in groups using Jigsaw, and (3) students worked in groups using a computer-supported Jigsaw environment. The post-test scores of the three sections are compared to study the impact of Jigsaw and the feasibility of using a computer-supported Jigsaw design. Further, we investigate how the three lab topics (debugging, unified modeling language (UML), and recursion) affected impact of Jigsaw model on student performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Matzko:2006:TCG, author = "Sarah Matzko and Timothy A. Davis", title = "Teaching {CS1} with graphics and {C}", journal = j-SIGCSE, volume = "38", number = "3", pages = "168--172", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140170", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The goal of the $ \tau \acute {\epsilon } \chi \nu \eta $ project is to teach computer science concepts more effectively by infusing large-scale problems in computer graphics into the undergraduate curriculum. Ultimately, this approach would be adopted for all computer science courses in the B.A. curriculum; currently, we are working on the foundational sequence, which includes CS1. For this first course in programming, we present our approach to teaching course concepts using real-world image processing problems in C. The results from our first semester offering are promising, as students produced excellent work and evaluated the class highly.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boisvert:2006:WAC, author = "Charles Boisvert", title = "{Web} animation to communicate iterative development", journal = j-SIGCSE, volume = "38", number = "3", pages = "173--177", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140171", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "eL-CID (e-Learning to Communicate Iterative Development) demonstrates computer programs' iterative design using computer animation. It translates descriptions of iterative editing into a dynamic visualisation of the changes, as if code was being edited in front of the user. A range of animations has been developed and the system evaluated through action research. The evaluation reveals a great diversity in the patterns of usage of the animations among students. It also identifies directions for further development and work that eL-CID enables in program development cognition.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gerdt:2006:WBS, author = "Petri Gerdt and Jorma Sajaniemi", title = "A {Web}-based service for the automatic detection of roles of variables", journal = j-SIGCSE, volume = "38", number = "3", pages = "178--182", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140172", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Learning elementary programming can be enhanced by introducing the notion of variable roles to students. This paper presents a web-based automatic role detection service that can be utilized in teaching when consolidating role knowledge. The service is based on data flow analysis techniques and uses machine learning to create flow characteristics for roles. The current version recognizes roles with 93\% accuracy which is comparable to that of human role assigners.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hill:2006:AHS, author = "Curt Hill and Vijayakumar Shanmugasundaram and Martina Miteva", title = "Agents help students in {ProgrammingLand}", journal = j-SIGCSE, volume = "38", number = "3", pages = "183--187", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140174", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "ProgrammingLand is an online system for delivering content to introductory computer science courses as a substitute for a conventional textbook. Because the system has a large number of exhibits, sometimes students were not finding the material needed. The system was recently enhanced with several agents to direct students to pertinent locations. This paper discusses the capabilities and techniques of these agents. Preliminary data from the use of ProgrammingLand in two different introductory programming classes is discussed. This data suggests that the agents are successful in aiding students, especially those who are struggling.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pecinovsky:2006:LMO, author = "Rudolf Pecinovsk{\'y} and Jarmila Pavl{\'\i}ckov{\'a} and Lubos Pavl{\'\i}cek", title = "{Let}'s modify the objects-first approach into design-patterns-first", journal = j-SIGCSE, volume = "38", number = "3", pages = "188--192", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140175", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Design patterns have already gained great importance in both design and implementation of object-oriented software in many diverse areas of applications. In order to get the ideas of design patterns firmly established, they should be taught right from the beginning of a course. This paper outlines how the presently used Objects-First approach can be extended and changed into the Design-Patterns-First approach. The outline of the first five lectures of our university course, which is structured according to this approach, is presented. Some examples of design patterns suitable for the very first lecture of such introductory course are also included.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Utting:2006:PIT, author = "Ian Utting", title = "Problems in the initial teaching of programming using {Java}: the case for replacing {J2SE} with {J2ME}", journal = j-SIGCSE, volume = "38", number = "3", pages = "193--196", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140176", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In their analysis of the use of Java as a first teaching language, the ACM Java Task Force (JTF) identified a number of issues with the Java language and APIs which caused significant pedagogic problems. The focus of their work, and hence of their characterisation of the issues, was the Java ``Standard Edition'' (J2SE).This paper contends that the version of Java designed for programming small devices (Java 2 Micro Edition, J2ME) does not suffer from these problems identified by the JTF to the extent that the (more familiar) J2SE does, and suggests a number of other reasons why J2ME represents a good choice as a first programming language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Radenski:2006:PFL, author = "Atanas Radenski", title = "``{Python} first'': a lab-based digital introduction to computer science", journal = j-SIGCSE, volume = "38", number = "3", pages = "197--201", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140177", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The emphasis on Java and other commercial languages in CS1 has established the perception of computer science as a dry and technically difficult discipline among undecided students who are still seeking careers. This may not be a big problem during an enrolment boom, but in times of decreased enrolment such negative perception may have a devastating effect on computer science programs and therefore should not be ignored. We have made our CS1 course offerings more attractive to students (1) by introducing an easy to learn yet effective scripting language --- Python, (2) by making all course resources available in a comprehensive online study pack, and (3) by offering an extensive set of detailed and easy to follow self-guided labs. Our custom-designed online study pack comprises a wealth of new, original learning modules: extensive e-texts, detailed self-guided labs, numerous sample programs, quizzes, and slides. Our recent student survey demonstrates that students like and prefer Python as a first language and that they also perceive the online study pack as very beneficial. Our ``Python First'' course, originally required for computer science majors, has been so well received that it has been recently approved as a general education science elective, thus opening new recruitment opportunities for the computer science major. Our ``Python First'' digital pack is published online at http://studypack.com.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lauer:2006:LIA, author = "Tobias Lauer", title = "Learner interaction with algorithm visualizations: viewing vs. changing vs. constructing", journal = j-SIGCSE, volume = "38", number = "3", pages = "202--206", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140179", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Studies on the pedagogical value of algorithm visualizations have suggested that the level of learner engagement plays a crucial role for the learning outcome. We report on an evaluation carried out within a common research framework in order to compare the effects of three different levels of student interaction with visualizations, ranging from simply viewing animations to constructing visualizations from smaller algorithmic building blocks. The hypothesis that an increasing level of engagement leads to significantly better learning was not substantiated by the test results, which might be due to the influence of the accompanying lectures on the results. Suggestions for the design of future evaluations are given to better control such effects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bianco:2006:OSF, author = "Giovanni M. Bianco and Simonetta Tinazzi", title = "One step further the {ACM K-12} final report: a proposal for level 1: computer organization for {K-8}", journal = j-SIGCSE, volume = "38", number = "3", pages = "207--211", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140180", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching computer science to children is a major priority in most countries in the world. Nevertheless, Computer Science curricula do not seem to address he children's world, children who need specific languages, models, and presentation methods. In this paper we propose a novel approach of considering a Computer Science Education curriculum based on children's creativity and imagination. The scope is the computer organization (aka Level 1 in he ACM K-12 Final Report). Materials have been designed for children, teachers and parents and take a gender-neutral approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dony:2006:THT, author = "Isabelle Dony and Baudouin {Le Charlier}", title = "A tool for helping teach a programming method", journal = j-SIGCSE, volume = "38", number = "3", pages = "212--216", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140181", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present and discuss a tool that checks the correctness of simple programs constructed according to the structured programming method. The tool is intended to provide interesting feedback to students learning the programming method: it detects programming and/or reasoning errors and it provides typical counter-examples. We argue that our system is better adapted to our pedagogical context than other verification tools and we report on preliminary experiments with the tool in a third year programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{OKelly:2006:RPB, author = "Jackie O'Kelly and J. Paul Gibson", title = "{RoboCode} \& problem-based learning: a non-prescriptive approach to teaching programming", journal = j-SIGCSE, volume = "38", number = "3", pages = "217--221", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140182", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The fundamental principle behind Problem-based Learning (PBL) is that the problem is the driving force that initiates the learning. In order to function effectively in a PBL environment a good set of problems is required. Solving problems is a vital element within Computer Science and yet the discipline has been slow to embrace PBL as an approach to learning. The net result means that there are few good PBL problems available to assist new practitioners with implementation. PBL emphasizes a real-world approach to learning, and we present a RoboCode Competition as a candidate for a good, realistic PBL problem within the computer science discipline. We list and identify the criteria that categorise a PBL problem as good and validate the RoboCode domain against these criteria. We argue that the concept of freedom --- in different guises --- plays a key role in making PBL a good mechanism for teaching programming, and for making RoboCode a good domain for PBL.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gharibyan:2006:GGC, author = "Hasmik Gharibyan and Stephan Gunsaulus", title = "Gender gap in computer science does not exist in one former {Soviet} republic: results of a study", journal = j-SIGCSE, volume = "38", number = "3", pages = "222--226", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140184", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is well known that women's involvement in the field of Computer Science is very low in the USA. This is viewed as a significant problem and has become a great concern to educators and professionals in the CS field. Although the low participation rate of women is an issue in many countries around the world, the truth is that it is not a universal problem: there are countries, such as countries of the former Soviet Union, that have well represented female populations in Computer Science. The Soviet society, culture and educational system in many ways are quite different than America's. It is important and helpful to explore these differences with the intention to identify factors in the Soviet system/culture that may contribute to attracting women to Computer Science. In 2005 we started an international investigation of the issue of women in CS in two different societies/cultures --- American and Soviet. Our research is intended to bring a better understanding of the social perceptions and influences that make this issue a problem in the United States, and will contribute to designing better strategies in efforts of mitigating the low participation of women in the field of Computer Science. In this paper we present the results of an extensive study in one former Soviet republic, the Republic of Armenia.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vilner:2006:OSM, author = "Tamar Vilner and Ela Zur", title = "Once she makes it, she is there: gender differences in computer science study", journal = j-SIGCSE, volume = "38", number = "3", pages = "227--231", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140185", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When you sit in a Computer Science lecture at any university in the western world, what are the chances that the person sitting next to you will be a woman? Furthermore, what are the chances that the lecturer will be a woman? And if we were to enter a Computer Science classroom in a high school, what percentage of the students would be female? Computer Science is possibly one of the few remaining disciplines that is almost entirely controlled by men in the university staff, and in which the percentage of female students is usually below 30\%. This phenomenon is prevalent throughout the western world. In this paper we present data about women studying Computer Science in universities and high schools in Israel. It deals with the specific problems that lead to a low rate of female enrollment in Computer Science courses and a high female-dropout rate. It describes some suggested solutions to encourage female enrollment and retention rate in Computer Science programs. The research was done at the Open University of Israel. An attempt has been made to identify whether there is a specific stage in the undergraduate program that is the most difficult for women to pass. Finally, we discuss ways to assist female students and enable them to overcome this obstacle and remain in the program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fleischman:2006:MIE, author = "William M. Fleischman", title = "Meta-informatics and ethical issues in computing", journal = j-SIGCSE, volume = "38", number = "3", pages = "232--236", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140186", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper deals with aspects of teaching a course on ethical issues in computer science for third- and fourth-year computer science and computer engineering majors. In addition to engineering concerns --- soft and hard --- our recent discussions have increasingly centered on public policy issues involving surveillance, access to, use and interpretation of information, and on early access to appropriate instruction in computer and information technology indispensable for productive life and citizenship in the 21st century. In these discussions, students have revealed blind spots with respect to manipulation, misuse, misrepresentation, and distortion of information. Among the difficulties are those associated with reification, ``reverse reification'', saturation of the channel, especially through the use of so-called ``talking points'', and outright falsification, misrepresentation, and distortion. These seem to belong to a neglected aspect of our discipline that might be given the name ``meta-informatics.'' My assertion is that ``meta-informatics'' is an area worthy of consideration, especially in courses or modules devoted to ethical issues in computer and information science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robila:2006:DPS, author = "Stefan A. Robila and James W. Ragucci", title = "Don't be a phish: steps in user education", journal = j-SIGCSE, volume = "38", number = "3", pages = "237--241", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140187", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Phishing, e-mails sent out by hackers to lure unsuspecting victims into giving up confidential information, has been the cause of countless security breaches and has experienced in the last year an increase in frequency and diversity. While regular phishing attacks are easily thwarted, designing the attack to include user context information could potentially increase the user's vulnerability. To prevent this, phishing education needs to be considered. In this paper we provide an overview of phishing education, focusing on context aware attacks and introduce a new strategy for educating users by combining phishing IQ tests and class discussions. The technique encompasses displaying both legitimate and fraudulent e-mails to users and having them identify the phishing attempts from the authentic e-mails. Proper implementation of this system helps teach users what to look for in e-mails, and how to protect their confidential information from being caught in the nets of phishers. The strategy was applied in Introduction to Computing courses as part of the computer security component. Class assessment indicates an increased level of awareness and better recognition of attacks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bristow:2006:UVM, author = "Patrick Bristow", title = "Unicast vs. multicast over wireless: a cross-disciplinary mindshare for educational application researchers", journal = j-SIGCSE, volume = "38", number = "3", pages = "242--244", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140189", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "As the state of learning technology advances, there is a pressing need to understand how we can best utilize and compensate for the bandwidth available to us over wireless networks. TCP traffic is ill-designed for an environment that subjects it to random packet loss, and because of which, it is plagued by congestion issues, unfairness, and insufficient bandwidth. While IP multicast traffic is not without its own burdens, such as lower overall throughput and ``bursty'' packet loss, we have found that it is often an appropriate and underutilized medium for data distribution in classroom-centric applications. We present the pros and cons of both unicast and multicast transmissions over wireless, follow with anecdotal evidence on what has worked in the past, and conclude with a discussion of the strategy we have taken and our future directions. This paper is intended to function as a means for distilling many years of work in understanding the properties of 802.11 wireless networks in the communications field, and transferring that knowledge to the field of computational technology for advancing CS education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tjaden:2006:TSA, author = "Brian Tjaden and Brett Tjaden", title = "Training students to administer and defend computer networks and systems", journal = j-SIGCSE, volume = "38", number = "3", pages = "245--249", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140190", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The security of computer systems, networks, and the Internet is becoming more critical by the day. Attacks on corporations, banks, schools, and government and international agencies are becoming more and more frequent, and the amount of damage that results is also rising rapidly. Despite these facts, few educational institutions offer courses that teach students the practical knowledge and skills needed to administer and defend computer networks and systems. We describe a semester-long Secure Operations course, which offers a unique laboratory experience that makes each student fully responsible for the configuration, administration, defense, and secure operation of his/her own Internet-based server on a 24/7 basis for the entire semester.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gomez-Martin:2006:FAD, author = "Pedro Pablo G{\'o}mez-Mart{\'\i}n and Marco Antonio G{\'o}mez-Mart{\'\i}n", title = "Fast application development to demonstrate computer graphics concepts", journal = j-SIGCSE, volume = "38", number = "3", pages = "250--254", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140191", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer graphics concepts have a high visual component. For that reason, teaching this subject should be enriched with the use of small applications showing concepts like near and far plane or objects hierarchy in real time. However, their development is usually time consuming. In this paper we propose the use of an open source engine called Nebula to create such examples. We will show that Nebula applications are easy to develop and modify, presenting three small applications that help to explain important concepts in Computer Graphics curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Olson:2006:EDU, author = "Clark F. Olson", title = "Encouraging the development of undergraduate researchers in computer vision", journal = j-SIGCSE, volume = "38", number = "3", pages = "255--259", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140192", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In a small computer science department without a graduate program, it is sometimes difficult to attract research students. This is particularly true for research in computer vision, since it is built upon a substantial body of knowledge, including considerable mathematics, that most undergraduates are not familiar with. My approach to encouraging students to take part in this research starts by introducing computation with images in early programming classes. Students become comfortable working with images in a structured framework, where they are not exposed to excessive underlying details. The students that become interested in working with images can take my computer vision class. This course is taught in a way that students can understand the material without having a deep background in mathematics. Students that are successful in this class are ready for (and encouraged to) work on undergraduate research projects and perform internships in computer vision research. While my strategy focuses on computer vision, similar approaches could be used for other research areas.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chamillard:2006:USP, author = "A. T. Chamillard", title = "Using student performance predictions in a computer science curriculum", journal = j-SIGCSE, volume = "38", number = "3", pages = "260--264", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140194", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Professors often develop anecdotal guidelines about how each student's past performance in their academic major relates to their performance in later courses. While these guidelines can be useful, a more formal statistical analysis of these relationships can provide valuable insight into predicted student performance, which can help professors guide their students to focus on potential areas of difficulty. In addition, such analyses can identify which courses are key indicators of later performance in the major. This additional insight into the relationships between the courses in the curriculum can help professors implement curriculum changes and measure the effects of those changes. In this paper, we present the results of such an analysis for computer science majors at the U.S. Air Force Academy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Berglund:2006:SLC, author = "Anders Berglund and Mattias Wiggberg", title = "Students learn {CS} in different ways: insights from an empirical study", journal = j-SIGCSE, volume = "38", number = "3", pages = "265--269", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140195", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This empirical study demonstrates that students' learning of computer science takes place in qualitatively different ways. The results consists of categories, where each category describe a certain way, in which the students approach their learning. The paper demonstrates that some of the ways to tackle the learning are better than others in resulting in a good learning outcome, and that they therefore should be encouraged. The data, underlying these results, are collected through interviews with third and fourth year students in two countries, and are further analyzed, using a phenomenographic research approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Perrenet:2006:LAS, author = "Jacob Perrenet and Eric Kaasenbrood", title = "Levels of abstraction in students' understanding of the concept of algorithm: the qualitative perspective", journal = j-SIGCSE, volume = "38", number = "3", pages = "270--274", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140196", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In a former, mainly quantitative, study we defined four levels of abstraction in Computer Science students' thinking about the concept of algorithm. We constructed a list of questions about algorithms to measure the answering level as an indication for the thinking level. The answering level generally increased between successive year groups of Bachelor students as well as within year groups during the year, mainly from the second to the third level. The reliability of the instrument appeared to be good, but the validity remained unclear. In this current study, more qualitative methods are used to investigate the validity; the results indicate that the validity is good too. The study uses a theoretical perspective from Mathematics Education research and points at the fruitfulness of combining quantitative methods with qualitative methods.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hughes:2006:ACS, author = "Janet Hughes and D. Ramanee Peiris", title = "{ASSISTing CS1} students to learn: learning approaches and object-oriented programming", journal = j-SIGCSE, volume = "38", number = "3", pages = "275--279", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140197", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Identifying and managing students who experience difficulty with learning to program is a challenge for CS educators. In an attempt to answer the familiar question ``What makes for success in CS1?'' we have investigated student approaches to learning using the ASSIST measure of learning approach. This measure considers three dimensions related to studying --- deep (related to meaning), surface (reproducing) and strategic (achieving).Two cohorts of CS1 students completed an online ASSIST questionnaire midway through their first semester. Their three ASSIST scores were analysed together with their CS1 performance. The strongest relationships were a significant, negative correlation between a surface approach to learning and CS1 performance and a significant positive correlation between a strategic approach to learning and CS1 performance. Participants were classified via a cluster analysis according to the extent to which they showed deep, strategic, and surface learning profiles. Members of the cluster favouring a surface approach had the poorest performances, whereas members of the cluster favouring strategic or deep approaches rather than a surface approach had the best performances.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2006:DPE, author = "James H. Paterson and John Haddow and Michael Nairn", title = "A design patterns extension for the {BlueJ IDE}", journal = j-SIGCSE, volume = "38", number = "3", pages = "280--284", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140199", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Design patterns now have a strong influence on the design and development of object oriented software. It is therefore becoming increasingly important to teach patterns. In this paper we describe a tool, in the form of an extension to the BlueJ IDE, which has been developed to encapsulate knowledge of patterns in the IDE and to help students explore them and learn how to make use of them. The extension adds the capability to BlueJ to provide step-by-step construction of a pattern-based solution to a programming problem. We present technical details of the tool and describe an example of its use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boetje:2006:FAT, author = "Jerry Boetje", title = "Foundational actions: teaching software engineering when time is tight", journal = j-SIGCSE, volume = "38", number = "3", pages = "285--288", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140200", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Often Software Engineering courses approach educating undergraduates in good processes and practices by using a simulated product development environment, following all of the steps for product development in a single semester. Some also create multi-semester projects to improve the student experience. We are in the group using multi-semester projects, but our approach differs in that we have only a single semester of project work per team, focused on the core actions used in all processes from waterfalls to XP. We call this foundational actions. Using industrial tools, processes, and evaluation methods, the students develop and integrate components of a well-specified, but major product. Emphasis is placed on teamwork, communication, and ultimately, working production code created with the foundational actions. The approach has also spun off related independent study opportunities for advanced students and even non-CS majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hood:2006:TSP, author = "Dennis J. Hood and Cynthia S. Hood", title = "Teaching software project management using simulations", journal = j-SIGCSE, volume = "38", number = "3", pages = "289--293", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140201", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is increasingly recognized that project management is an important aspect of the computing curriculum. Since many students do not have project experience, it is important to provide this in conjunction with project management concepts. This paper describes our experiences with various project simulations. In particular, we developed a LEGO\reg{} bridge building project to teach students how to measure progress and manage change.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Petkovic:2006:TPS, author = "Dragutin Petkovic and Gary Thompson and Rainer Todtenhoefer", title = "Teaching practical software engineering and global software engineering: evaluation and comparison", journal = j-SIGCSE, volume = "38", number = "3", pages = "294--298", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140202", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Changes and globalization of software (SW) development urgently require new ways of teaching and training students in practical and global SW engineering (SE). In this paper we present the innovative methods and experiences from several years of teaching practical and global SW engineering at the Computer Science Departments of San Francisco State University (SFSU), USA in conjunction with the University of Applied Sciences, Fulda University, Germany. We also provide analysis and evaluation of class effectiveness based on several assessment methods including extensive student questionnaires, with our recommendations for teaching such SE classes. Our approach was to combine and synchronize class teaching about SW engineering methods and processes with actual SW development work in a setting designed to simulate a small SW company. Students were divided in ``local'' groups of 4-6 members, each group forming small SW ``companies'' in charge of developing a complete working WWW application as a final class project. Several smaller groups of students at SFSU were paired with groups of students at Fulda University, whom they never met face to face, to form ``global'' groups, thus simulating global SW engineering in a realistic setting. Students developed their final project incorporating five well-defined milestones typical for full SW development lifecycle. Instructors spent considerable time supervising and interacting with student ``companies'' in the role of company customers, CTO and VPs of engineering, marketing and sales. All student groups (including global ones) were able to produce impressive final project applications and provided very positive feedback for this class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2006:ATP, author = "Elizabeth Adams and Doug Baldwin and Judith Bishop and John English and Pamela Lawhead and Daniel Stevenson", title = "Approaches to teaching the programming languages course: a potpourri", journal = j-SIGCSE, volume = "38", number = "3", pages = "299--300", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140204", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The release of Curriculum 2001 coupled with the increasing importance of the World Wide Web and the changes in pedagogy enabled by new technologies has made the choices about what to teach in the programming languages course and how to teach it more varied . Each of the members of this panel approaches their version of the course differently and will speak about their vision of the course, their style, their techniques and the materials they use. By sharing our versions of the course and generating discussion, we hope to provide others with additional ideas to consider including in their courses and to gain inspiration for inclusions in ours.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2006:FPC, author = "Joe Bergin and Raymond Lister and Barbara Boucher Owens and Myles McNally", title = "The first programming course: ideas to end the enrollment decline", journal = j-SIGCSE, volume = "38", number = "3", pages = "301--302", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140206", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This panel will discuss ways to engage undergraduates in computing and then to keep them as majors. A special emphasis will be on attracting females to computing. The panelists will discuss the relative strengths and weaknesses of four environments especially designed for the teaching of the first programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joel:2006:LDW, author = "William J. Joel", title = "Living in a digital world: teaching computers and society via literature", journal = j-SIGCSE, volume = "38", number = "3", pages = "303--303", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140208", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "ACM Curriculum Guidelines recommend that a degree on Computer Science include topics concerning the societal and ethical impact of computer technologies. As an alternative to traditional approaches to teaching these concepts, a course was created based on selected fictional narratives. A benefit of using fiction is that it often reflects general societal views as opposed to those of the technologically adept.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mano:2006:PWS, author = "Meirav Mano and Bruria Haberman and Tammy Rosenthal", title = "Promoting women in science and technology", journal = j-SIGCSE, volume = "38", number = "3", pages = "304--304", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140209", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents our experience in implementing a project for promoting women in science and technology. The low number of women who opt for academic studies in hi-tech areas, and who eventually choose a profession in the field, is a common phenomenon. This phenomenon has been observed in many institutes which offer scientific and engineering study-programs. Table 1 presents the percentage of women in the study programs offered by Holon Institute of Technology (HIT) in 2005.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Erlinger:2006:LEC, author = "Michael Erlinger", title = "Lab exercises for computer networking courses", journal = j-SIGCSE, volume = "38", number = "3", pages = "305--305", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140210", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hielscher:2006:ALE, author = "Michael Hielscher and Christian Wagenknecht", title = "{AtoCC}: learning environment for teaching theory of automata and formal languages", journal = j-SIGCSE, volume = "38", number = "3", pages = "306--306", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140211", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The learning environment AtoCC is presented to be of use in teaching abstract automata, formal languages, and some of its applications in compiler construction. From a teacher's perspective AtoCC aims to address a broad range of different learning activities forcing the students to actively interact with the subjects being taught.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2006:KUD, author = "Joe Bergin", title = "{Karel} universe drag \& drop editor", journal = j-SIGCSE, volume = "38", number = "3", pages = "307--307", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140212", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Karel Universe is a drag and drop editor integrated with the Karel J Robot [1] simulator system. It is intended for those students who wish to learn Java with the absolute minimum of syntax. The editor permits the student to create classes, objects, and programs by dragging syntactically correct program fragments from one pane to another. The resulting programs may be then executed in the Karel J Robot simulator.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Quade:2006:DHS, author = "Ann M. Quade", title = "Developing a hybrid software engineering curse that promotes project-based active learning", journal = j-SIGCSE, volume = "38", number = "3", pages = "308--308", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140213", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Software engineering courses typically introduce students to the fundamental principles used in this disciple area and provide students with an opportunity to demonstrate their understanding of these principles through the development of a software product. This session describes the author's experiences designing and implementing a hybrid software engineering course that incorporates elements from both traditional classroom and online learning environments. The classroom time saved by having students study and complete materials online is used by the instructor throughout the course to provide students with additional electronic and face-to-face feedback. An authentic business client, who provides students with an actual project for use in software development process, also participates in the course via the online environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sudol:2006:TST, author = "Leigh Ann Sudol and Kathryn Bambino", title = "Is there such a thing as too much support?: a discussion from a teacher and a student's perspective of support groups for girls in computer science", journal = j-SIGCSE, volume = "38", number = "3", pages = "309--309", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140214", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over the past decade, support groups and organizations have become increasingly commonplace in universities and schools. The poster will explore how these groups can unintentionally serve as deterrents for girls interested in pursuing CS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Snapp:2006:PFA, author = "Robert R. Snapp", title = "A {Puzzles-First} approach to computer science", journal = j-SIGCSE, volume = "38", number = "3", pages = "310--310", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140215", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Outcomes of a Puzzles-First computer science course, offered each Fall semester from 2003 to 2005 at the University of Vermont, indicate that this novel format, which uses mathematical puzzles and games to illustrate fundamental concepts, attracts both computer science majors and non-majors, including a significant number of females.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2006:CCG, author = "John Impagliazzo", title = "Computing curricula 2005: and guide", journal = j-SIGCSE, volume = "38", number = "3", pages = "311--311", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140216", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes a progress to conclusion of the Computing Curricula 2005 (CC2005) report. It demonstrates the status of this work and highlights its salient features. These features include the scope of the computing areas of computer engineering, computer science, information systems, information technology, and software engineering. The poster illustrates the commonalities and differences of these areas and shows some of the outcome expectancies of the graduates from these programs. It also demonstrates a new addition --- a ``guide'' --- intended for distribution to high schools throughout the United States and elsewhere. Participants of the poster session would have the opportunity to comment on this guide before it goes public.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2006:TPI, author = "Guido R{\"o}{\ss}ling", title = "{Translator}: a package for internationalization for {Java}-based applications and {GUIs}", journal = j-SIGCSE, volume = "38", number = "3", pages = "312--312", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140217", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2006:MTW, author = "Vicki L. Almstrum and Mary Z. Last", title = "Men are from toys: women are from tools", journal = j-SIGCSE, volume = "38", number = "3", pages = "313--313", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140219", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster compares the hypothesized reasons for why males choose computing versus why females choose computing. Preliminary results of the analysis validate research results from other gender studies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dairaine:2006:IRE, author = "L. Dairaine and E. Exposito and G. Jourjon and P. Casenove and F. Tan and E. Lochin", title = "{IREEL}: remote experimentation with real protocols and applications over emulated network", journal = j-SIGCSE, volume = "38", number = "3", pages = "314--314", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140220", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2006:ECP, author = "Donald Joyce", title = "Educating computing professionals at postgraduate level", journal = j-SIGCSE, volume = "38", number = "3", pages = "315--315", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140221", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this poster, we review experience gained and lessons learned in offering two postgraduate programmes (Master of Computing and Doctor of Computing) aimed at educating computing professionals. Aspects addressed include structure of the programmes, the use of group assessment items, development of students' analysis and communication skills, and assessment of doctoral coursework.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joel:2006:ECS, author = "William J. Joel", title = "Engaging computer science education", journal = j-SIGCSE, volume = "38", number = "3", pages = "316--316", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140222", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the meanings of the term 'engage' is ``to win over, or to attract.'' Isn't that what we, as computer science educators, attempt to do each and every day of our teaching lives? We stand in front of, or among, a group of students, ready to convey to them our love of our chosen discipline, in the hopes that they will come to enjoy it as much as we do. Still, just the term computer science can bring visions of mathematical nightmares to the average student. Of course, we know better. We can see that much of what we do, as computer scientists, is both an art as well as a science. The question arises then as to how we can convey this synergy between the two sides of computer science to our students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moses:2006:APA, author = "Louise Moses", title = "Animation programming: an alternative approach to {CS1}", journal = j-SIGCSE, volume = "38", number = "3", pages = "317--317", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140223", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The current problem faced by many computing departments is that only those already self-selected into computing sign up for ``CS121 Programming and Problem Solving I'', or the similarly named and presented first course. An Animation Programming course using ActionScript 2.0 (as found in Flash MX 2004 or Flash 8) will provide a high quality object oriented language and will have enormous student appeal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bures:2006:STB, author = "Vladim{\'\i}r Bures", title = "Systems thinking as a basis for ambient intelligence", journal = j-SIGCSE, volume = "38", number = "3", pages = "318--318", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140224", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recently, ambient intelligence as a vision of information society of the future has become the challenge for many theorists and practitioners. Fulfilment of this vision should begin, among others, with adjustment of contemporary ways of education of future managers, who will be a significant part of such society. Since computer science and related disciplines have originated in systems movement, systems thinking seems to be a good starting point that already brings satisfying results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lindqvist:2006:VOT, author = "Janne Lindqvist and Sanna Liimatainen", title = "{VERKKOKE}: online teaching environment for telecommunications software and routing", journal = j-SIGCSE, volume = "38", number = "3", pages = "319--319", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140225", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "At Helsinki University of Technology, in Telecommunications Software and Multimedia Laboratory we give a course titled ``Computer Networks''. One of the learning objectives of the course is network programming and routing. Our philosophy of teaching is ``learning by doing'', which means in practice that one of the requirements for passing the course is a programming assignment. The programming assignment introduces the student to socket programming and gives the student the possibility to practice implementing simplified routing protocols. The solutions to the programming assignments have previously been demonstrated to assistants and the reports were submitted as paper printouts and all students have done the same assignment. The students have complained that the submission method is out-of-date and inappropriate for a course about computer networks since the course curriculum includes many examples of applications that could be used to submit the assignments over the Internet. To answer the above requirements and to reduce the work load of the course personnel without hindering the students learning process, we are implementing an online learning environment for the Computer Networks course. This system creates and sends individual assignments for students, accepts solution submissions via the Internet, and, finally, checks them automatically. The system also notifies the students of possible mistakes in their solutions. This way, the students can learn from their mistakes and fix them and resubmit the corrected solutions. The goal of the implementation is that the teacher only needs to start the system when the course begins and verify the assignment results when students have finished their work. We can achieve multiple learning objectives simultaneously with this online learning system. The students learn how to implement simple user authentication, how to implement real working network programs for the Internet with different application programming interfaces (APIs), and learn how to apply the routing theory into practice. The submission using the Internet frees students from the boundaries of time and place since course assignments can be solved when and where students want to do them. Automatic correction gives fast feedback and allows students to learn from their own mistakes because they can still remember what they have done. The course provides a server and students implement corresponding client software to contact the server. In this phase of the assignment, students rehearse their knowledge of concurrent network programming. The server emulates a network that has several routers. A student's client represents one router whose routing table is calculated on the basis of the information sent by the server. The server can send routing data that is based on simplified versions of routing protocols such as distance vector or link state protocols. In other words, the second phase of the assignment is for learning routing in an internetwork. We believe that our system will have strong positive impact on learning results. Routing is one of the most difficult concepts related to computer networks. Theoretical studying alone does not help to understand the real practical problems. In addition, our system allows combining theory and practicalities since theory presented in the course lectures can be immediately applied in students' own work in a very concrete way.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Winters:2006:CAA, author = "Titus Winters and Tom Payne", title = "Computer aided assessment with human oversight", journal = j-SIGCSE, volume = "38", number = "3", pages = "320--320", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140226", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2006:AAT, author = "Robert D. Campbell and Elizabeth K. Hawthorne and Karl J. Klee", title = "Activities of the {ACM} two-year college education committee", journal = j-SIGCSE, volume = "38", number = "3", pages = "321--321", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140227", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presentation showcases the accomplishments of the Two-Year College Education Committee (TYCEC), highlights the 2005 --- 2006 curricular activities, and illustrates a typical two-year college education model in North America.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ellis:2006:UIB, author = "Heidi J. C. Ellis", title = "Undergraduate involvement in bioinformatics research: lessons from the {CONNJUR} project", journal = j-SIGCSE, volume = "38", number = "3", pages = "322--322", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140228", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The benefits of individual undergraduate research projects to students include preparation for graduate work, enrichment of the academic experience, honing of problem-solving skills and more. However, the involvement of undergraduates in on-going multi-institution research projects presents a unique set of challenges. This poster describes the issues resulting from the involvement of undergraduates in a bioinformatics research project in the area of Nuclear Magnetic Resonance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Russell:2006:TAT, author = "Ingrid Russell and Zdravko Markov and Todd Neller", title = "Teaching {AI} through machine learning projects", journal = j-SIGCSE, volume = "38", number = "3", pages = "323--323", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140230", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An introductory Artificial Intelligence (AI) course provides students with basic knowledge of the theory and practice of AI as a discipline concerned with the methodology and technology for solving problems that are difficult to solve by other means. It is generally recognized that an introductory Artificial Intelligence course is challenging to teach. This is, in part, due to the diverse and seemingly disconnected core AI topics that are typically covered. Recently, work has been done to address the diversity of topics covered in the course and to create a theme-based approach. Russell and Norvig present an agent-centered approach [9]. Others have been working to integrate Robotics into the AI course [1, 2, 3].We present work on a project funded by the National Science Foundation with a goal of unifying the artificial intelligence course around the theme of machine learning. This involves the development and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Machine learning is inherently connected with the AI core topics and provides methodology and technology to enhance real-world applications within many of these topics. Machine learning also provides a bridge between AI technology and modern software engineering. In his article, Mitchell discusses the increasingly important role that machine learning plays in the software world and identifies three important areas: data mining, difficult-to-program applications, and customized software applications [6].We have developed a suite of adaptable, hands-on laboratory projects that can be closely integrated into the introductory AI course. Each project involves the design and implementation of a learning system which will enhance a particular commonly-deployed application. The goal is to enhance the student learning experience in the introductory artificial intelligence course by (1) introducing machine learning elements into the AI course, (2) implementing a set of unifying machine learning laboratory projects to tie together the core AI topics, and (3) developing, applying, and testing an adaptable framework for the presentation of core AI topics which emphasizes the important relationship between AI and computer science in general, and software development in particular. Details on this project as well as samples of course materials developed are published in [4, 5, 7, 8] and are available at the project website at http://uhaweb.hartford.edu/compsci/ccli. We present an overview of our work along with a detailed presentation of one of these projects and how it meets our goals. The project involves the development of a learning system for web document classification. Students investigate the process of classifying hypertext documents, called tagging, and apply machine learning techniques and data mining tools for automatic tagging. Our experiences using the projects are also presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Keenan:2006:LPP, author = "Frank Keenan and Sarah Powell and Gerry Coleman and Kevin McDaid", title = "Learning project planning the agile way", journal = j-SIGCSE, volume = "38", number = "3", pages = "324--324", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140231", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching and learning software project management concepts using traditional plan-driven approaches to software development can be difficult. It is often necessary to define a waterfall style plan and follow this throughout a full development project. Students rarely have an opportunity to practice management activities. However, with agile approaches to software development the expectation is that a project plan will evolve, in response to change, while development progresses. This poster presents an overview of the Extreme Programming (XP) approach to project planning and observations and feedback from a project conducted by degree students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2006:ACR, author = "Judith Gal-Ezer and Mark Trakhtenbrot", title = "Algebraic characterization of regular languages: how to cope with all these equivalences?", journal = j-SIGCSE, volume = "38", number = "3", pages = "325--325", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140232", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rauchas:2006:EPP, author = "Sarah Rauchas and Ian Sanders and Benjamin Kumwenda", title = "The effect of prior programming experience in a {Scheme}-based breadth-first curriculum at {Wits}", journal = j-SIGCSE, volume = "38", number = "3", pages = "326--326", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140233", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In 1999 the School of Computer Science at The University of Witwatersrand (Wits) revised its curriculum to address a number of problems [2]. One of the problems was the increasing gap between students with regard to their prior programming experience. Many of our students, who attend the wealthier schools---formerly schools catering for white scholars---study Computer Studies at High School and come to university as quite experienced Pascal programmers. Other students---typically black students from the poorer areas---have no programming experience. While the emphasis of our first year course is not on programming, we do use a programming language as a vehicle to illustrate concepts, so students must acquire some programming skill during the course. This means that many of our students need to master programming as well as coming to terms with other parts of the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2006:SWP, author = "Lillian N. Cassel and Edward A. Fox", title = "Sharing the wealth: publishing electronic resources", journal = j-SIGCSE, volume = "38", number = "3", pages = "327--327", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140234", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster describes the publication of educational resources in ACM's online Journal for Educational Resources in Computing (JERIC) and the US National Science Foundation's National STEM Digital Library (NSDL).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Amzad:2006:MBP, author = "Imtiaz Amzad and Arturo Jose Ortiz", title = "Model based project centered team learning", journal = j-SIGCSE, volume = "38", number = "3", pages = "328--328", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140235", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a model to support the non-technical aspects of team development. This model has been derived from studies of student team work at Pace University and through a number of student surveys. The model provides a framework to assess team practices and subsequently guide team members through material specific to their learning needs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chen:2006:WDB, author = "Tzu-Yi Chen and Gary Lewandowski and Robert McCartney and Kate Sanders and Beth Simon", title = "What do beginning students know, and what can they do?", journal = j-SIGCSE, volume = "38", number = "3", pages = "329--329", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140236", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are studying what students know about computer science-related topics before they take formal coursework at the university level. Preliminary results suggest that entering students have a fairly sophisticated understanding of algorithms. We are exploring other central computing topics for similar shared commonsense understanding.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schreyer:2006:FAM, author = "Boguslaw Schreyer and Wojciech Wawrzynski", title = "Finite automata models for {CS} problem with binary semaphore", journal = j-SIGCSE, volume = "38", number = "3", pages = "330--330", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140237", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A non-deterministic finite automata (NFA) application to a critical section (CS) problem modeling is investigated. A traditional approach to an analysis and design includes the C- like pseudo codes. This is also an educational method popular in the vast majority of texts. However, a finite automata approach offers simplicity and visualization of synchronization mechanisms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bianco:2006:PGA, author = "Giovanni M. Bianco and Ignazio Locatelli", title = "{PlayToLearn}: a game adventure in the realm of {Si Piuh}", journal = j-SIGCSE, volume = "38", number = "3", pages = "331--331", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140238", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hislop:2006:SSE, author = "Gregory W. Hislop and Thomas B. Hilburn and Michael J. Lutz and Mark J. Sebern", title = "Sharing software engineering curriculum materials", journal = j-SIGCSE, volume = "38", number = "3", pages = "332--332", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140239", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents results of the SWENET project, an NSF funded project to produce and organize high-quality materials supporting software engineering education. These materials support faculty members delivering software engineering degrees and also individual software engineering courses or modules in other computing degrees. The poster summarizes the SWENET efforts, addresses future directions in developing shared course materials, and explains how faculty members can make use of the existing material.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Costa:2006:RHF, author = "Monica I. Costa and Carmem Tavares and Jo{\~a}o Barroso and Salviano Soares", title = "Reconstructed high frame rate sequences quality measurement tool", journal = j-SIGCSE, volume = "38", number = "3", pages = "333--333", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140241", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we presented an application developed to measure the quality of a set of reconstructed high frame rate sequences. The main goal of the developed application is to allow the simultaneous visualization of both original and reconstructed sequences and measure the quality of the reconstructed frames.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2006:UCO, author = "Gordon Davies and Lillian N. Cassel and Heikki Topi", title = "Using a computing ontology for educational purposes", journal = j-SIGCSE, volume = "38", number = "3", pages = "334--334", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140242", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The poster session will describe the development of an ontology of computing and suggest questions to be answered by use of the ontology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holt:2006:IPF, author = "Alexander Holt and Sarah Rauchas and Ian Sanders", title = "Introducing {Python} into the first year curriculum at {Wits}", journal = j-SIGCSE, volume = "38", number = "3", pages = "335--335", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140243", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Since 1999 the School of Computer Science (CS) at the University of Witwatersrand (Wits) has been using Scheme as the first programming language our students encounter [2]. We chose Scheme because it is a language unfamiliar to most of the first year students, so that the students with imperative programming experience from school would not have an advantage over those who did not. Also, it has a simple syntax which we felt that students without prior programming experience could easily learn. Finally, the functional paradigm allows a more direct mapping of mathematical concepts to programs, which fits with the mathematical emphasis in our curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pargas:2006:TTP, author = "Roy Pargas", title = "A targeted tablet {PC} software development course", journal = j-SIGCSE, volume = "38", number = "3", pages = "336--336", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140244", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{English:2006:CAA, author = "John English", title = "The checkpoint automated assessment system", journal = j-SIGCSE, volume = "38", number = "3", pages = "337--337", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140245", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation describes Checkpoint, an integrated automated assessment system. The system manages both homework assignments and formal examinations based on a range of different question types, including questions requiring free-text answers. It supports an interactive authoring facility and provides a wide range of management and auditing facilities. It is currently being piloted with a cohort of 159 students on two first-year Java programming modules at the author's institution.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klimes:2006:FCS, author = "Cyril Klimes and Hashim Habiballa", title = "Flexible computer science university studies", journal = j-SIGCSE, volume = "38", number = "3", pages = "338--338", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140246", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The article presents real experience with integration of ``Bologna declaration'' into study programs in the field of computer science on University of Ostrava. The designed model inheres not only professional CS studies but also teacher studies at all levels of university studies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Assuncao:2006:TWS, author = "Lu{\'\i}s Assun{\c{c}}{\~a}o and Ant{\'o}nio Lu{\'\i}s Os{\'o}rio", title = "Teaching {Web} services using {.NET} platform", journal = j-SIGCSE, volume = "38", number = "3", pages = "339--339", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140247", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching Web Services concepts, standards and technologies is a difficult and a long process if we have not chosen the right tools [1]. Nowadays there are several open source tools and platforms, but some of them are not suitable to teach. This poster describes our experience by using Microsoft .NET platform and Visual Studio .NET with Web Services Enhancements (WSE) to teach basic Web Services concepts and related technologies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Godejord:2006:ETM, author = "Per Arne Godejord", title = "Exploring teacher methodology: using the example of sexual abuse of children as a way of teaching social informatics", journal = j-SIGCSE, volume = "38", number = "3", pages = "340--340", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140248", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a unique, educational project that was implemented in the undergraduate study of Computer Science in 2002. Nesna University College has been using the example of sexual abuse of children in case study teaching in Social Informatics. The Computer Science education at Nesna University College is the only Computer Science education in the world which has sexual abuse of children as the main topic on the Computer Science curriculum. This exceptional cooperation between Nesna University College, Save the Children Norway and the Norwegian police makes the project not only unique, but might also be a major factor in both the willingness of students to learn Social Informatics and their skills in the various topics of Social Informatics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Urquiza-Fuentes:2006:VST, author = "Jaime Urquiza-Fuentes and Micael Gallego-Carrillo and Francisco Gort{\'a}zar-Bellas and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Visualizing the symbol table", journal = j-SIGCSE, volume = "38", number = "3", pages = "341--341", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140249", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hislop:2006:RDC, author = "Gregory W. Hislop and Heidi J. C. Ellis", title = "Retention of distance and on-campus students in a graduate computer science degree program", journal = j-SIGCSE, volume = "38", number = "3", pages = "342--342", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140250", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This poster presents the results of a comparison of retention rates for students in a Masters of Computer Science degree program located in the United States. This study is unusual in that it compares retention for an entire degree program where the same program is offered in both distance education and traditional on-campus formats.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyle:2006:WDY, author = "Roger Boyle and Joanna Briggs", title = "What don't you know?", journal = j-SIGCSE, volume = "38", number = "3", pages = "343--343", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140252", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this note, we describe a way of reminding students that they don't know everything, and that graduates from other institutions will have a different academic make-up. As a consequence, they will acquire some understanding of the limits of their knowledge, and an acquaintance by name with the broad topic areas in which their understanding is low or zero.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sher:2006:MDS, author = "David B. Sher", title = "Motivating data structures with caching {Internet} stock data", journal = j-SIGCSE, volume = "38", number = "3", pages = "344--344", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140253", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Caching internet data is an application that illustrates data structure speed. I have developed a sequence of assignments for teaching about lists, hash tables and trees using caches for internet sourced stock prices.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nau:2006:RN, author = "Richard W. Nau", title = "A random number", journal = j-SIGCSE, volume = "38", number = "3", pages = "345--345", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140254", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This pedagogical tip presents a physical means for generating a random number --- that turns out to be not so random after all.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bibby:2006:GFN, author = "Pete Bibby", title = "Getting feedback: no pressure!", journal = j-SIGCSE, volume = "38", number = "3", pages = "346--346", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140255", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A simple technique for eliciting primary and secondary feedback from programming students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Snapp:2006:TGA, author = "Robert R. Snapp", title = "Teaching graph algorithms in a corn maze", journal = j-SIGCSE, volume = "38", number = "3", pages = "347--347", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140256", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This teaching tip illustrates how a field trip to a corn maze can be used to introduce graph algorithms to beginning computer science students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Crescenzi:2006:ACJ, author = "Pilu Crescenzi and Michele Loreti and Rosario Pugliese", title = "Assessing {CS1} {Java} skills: a three-year experience", journal = j-SIGCSE, volume = "38", number = "3", pages = "348--348", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140257", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe the approach that has been followed by the authors while teaching the CS1 laboratory course on Java programming at the University of Florence. In particular, we focus on the assessment method that has been utilized: by making use of specific software developed by the teachers themselves, the method allowed them to automatically obtain a preliminary evaluation of the students' performance, which could subsequently be analyzed and modified after a manual exploration of the students' work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ellis:2006:SGA, author = "Heidi J. C. Ellis", title = "Self-grading: an approach to supporting self-directed learning", journal = j-SIGCSE, volume = "38", number = "3", pages = "349--349", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140258", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Most graduate students and even upper-level undergraduates desire to maximize control of their learning experience. One approach to supporting self-directed learning is to allow students to control course particulars such as assignments and due dates. This presentation describes an approach that allows students to define their own grading rubric for a semester-long software project and then to self-assess their grade on the project according to the rubric. The approach has been employed successfully in a graduate web application design and development course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2006:RAA, author = "Donald Joyce", title = "Raising awareness about academic integrity", journal = j-SIGCSE, volume = "38", number = "3", pages = "350--350", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140259", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses how academics can promote academic integrity in an environment where students are able to call on an enormous range of electronic resources when completing work for assessment. It argues that educational institutions must adopt comprehensive policies in order to ensure that students understand the importance of acknowledging sources and acquire the necessary skills to do so. Equally important are using ``traditional'' and electronic methods to detect breaches of academic integrity and responding consistently and fairly when students transgress.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Motil:2006:SS, author = "John Motil", title = "Surprise snippets", journal = j-SIGCSE, volume = "38", number = "3", pages = "351--351", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140260", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This presentation describes various programming surprises created to motivate students to experimentation and discovery by appealing to their curiosity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tront:2006:WTC, author = "Joseph G. Tront and Vinod Eligeti and Jane C. Prey", title = "{WriteOn}: a tool for classroom presentations on tablet {PCs}", journal = j-SIGCSE, volume = "38", number = "3", pages = "352--352", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140262", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this talk we describe a new software package called WriteOn. By using this software on a tablet PC, instructors can significantly improve their classroom presentations and demonstrations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ibbett:2006:CAS, author = "Roland N. Ibbett and J. C. {Diaz y Carballo} and D. A. W. Dolman", title = "Computer architecture simulation models", journal = j-SIGCSE, volume = "38", number = "3", pages = "353--353", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140263", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Simulation models of a variety of computer architectures have been created using HASE, a Hierarchical Computer Architecture design and Simulation Environment. Some of these models were previously available as applets but using the models directly in a new version of HASE, itself now available for downloading, has proved more satisfactory.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gaspar:2006:SUO, author = "Alessio Gaspar and Clark Godwin and Joe Stanaback", title = "{SOFTICE} undergraduate operating systems laboratories", journal = j-SIGCSE, volume = "38", number = "3", pages = "354--354", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140264", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henriksen:2006:GD, author = "Poul Henriksen", title = "{Greenfoot} demonstration", journal = j-SIGCSE, volume = "38", number = "3", pages = "355--355", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140265", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "While the introduction of object-oriented programming slowly moves down the age groups --- starting from advanced university courses, to introductory courses, and now into high schools --- many attempts are being made to make object-oriented programming introduction less abstract and theoretical. Visualisation and interaction techniques are being applied in an attempt to give students engaging and concrete experiences with objects. Recently, the Greenfoot [1],[2] environment has been proposed as another step in this development. Greenfoot is a programming environment and framework for introductory programming education. This demonstration will show what Greenfoot is and how it can be used.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cross:2006:JLI, author = "James H. {Cross II} and T. Dean Hendrix", title = "{jGRASP}: a lightweight {IDE} with dynamic object viewers for {CS1} and {CS2}", journal = j-SIGCSE, volume = "38", number = "3", pages = "356--356", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140266", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The jGRASP IDE provides new object viewers that automatically generate dynamic, state-based visualizations of objects and primitive variables in Java. Multiple synchronized visualizations of an object, including complex data structures, are immediately available to users from the jGRASP debugger window or object workbench. Initial classroom use has demonstrated the object viewers' potential as an aid to student learning, while future research will explore their utility through controlled experiments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruce-Lockhart:2006:IEE, author = "Michael Bruce-Lockhart and Theodore S. Norvell", title = "Interactive embedded examples: a demonstration", journal = j-SIGCSE, volume = "38", number = "3", pages = "357--357", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140267", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A demonstration of the integration of a program animation tool into a set of web based notes used by instructors for lecturing and students for studying. Standard, conventionally prepared C++ and Java examples are dynamically incorporated into the class notes and can be interactively run in the animation tool directly from within the notes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Griswold:2006:UPF, author = "William G. Griswold and Beth Simon", title = "Ubiquitous presenter: fast, scalable active learning for the whole classroom", journal = j-SIGCSE, volume = "38", number = "3", pages = "358--358", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140268", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this demonstration participants will experience the potential for fast, scalable active learning in the classroom using standard web technology. Ubiquitous Presenter (UP) enables students with web-enabled devices (computers, laptops, Tablet PCs, cell phones, PDAs, etc.) to interact in (or outside) class in a range of manners and through a modality of their choosing [2,3]. Their input (via a web browser) is immediately and anonymously transmitted to the instructor machine, where it can be reviewed and selected for display to the class via digital projector. The instructor, using a Tablet PC, can additionally comment on, augment, or correct student input real time in class. These activities, along with instructor designed lecture slides and in-class ink are automatically archived on a web server for review after class by both instructors and students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wise:2006:GJD, author = "Jon Wise", title = "{GoJava}: a {Java} development tool for beginners", journal = j-SIGCSE, volume = "38", number = "3", pages = "359--359", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140269", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This is an abstract supporting a demonstration of software developed to help the teaching of Java programming to students without prior experience of computer programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodger:2006:LAF, author = "Susan Rodger", title = "Learning automata and formal languages interactively with {JFLAP}", journal = j-SIGCSE, volume = "38", number = "3", pages = "360--360", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140270", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Baldwin:2006:WPF, author = "Jacqueline Baldwin and Eileen Crupi and Tabitha Estrellado", title = "{WeBWorK} for programming fundamentals", journal = j-SIGCSE, volume = "38", number = "3", pages = "361--361", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140272", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "WeBWorK is a web-based assessment tool developed at the University of Rochester to generate, deliver, and automatically grade homework problems and distribute their solutions. Sharing the market with similar systems, WeBWorK differs in that it is free and open-source. It provides an advanced processing of mathematical formulae and a high-level of problem randomization. Although it was used initially used in mathematics and physics, we are working on extending and adapting WeBWorK for programming fundamentals and computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bozic:2006:AFS, author = "Vladan Bozic", title = "Application of finite state automata to the bakery algorithm in critical section modeling", journal = j-SIGCSE, volume = "38", number = "3", pages = "362--362", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140273", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Bakery Algorithm (BA), developed by Dr. Leslie Lamport [1], is utilized as a method to a critical section (CS) problem modeling. A common solution to a CS problem in Operating Systems (OS) must satisfy the three requirements: (1) mutual exclusion; (2) progress; and (3) bounded waiting. The property of BA that is most important for this investigation is that it solves the mutual exclusion problem, while satisfying the requirements of CS. The system consisting of two processes is investigated. The proposed computational model may be extended to any number of processes. By offering clarity to the CS problem, this model may be used in OS design due to its simplistic computational structure, as well as it could be applied to teaching Operating Systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ekman:2006:WBI, author = "Josephine Ekman", title = "A {Web}-based information centre to provide help, guidance and support for students", journal = j-SIGCSE, volume = "38", number = "3", pages = "363--364", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140274", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Researchers have explored ways of improving the educational system through interactive online learning, with the added bonus of saving time, space and cost. More and more universities are implementing a variety of systems from personal websites, video streaming of lectures, to online tutorials. As technology advances so does the desire to expand the online learning experience through a more interactive, centralized and personal learning environment targeted at providing support and guidance to students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Byrnes:2006:TCE, author = "Jessica Byrnes and Thomas Huffner and Todd McNeal and Lauren Pisciotta and Zackary Zweber", title = "Technological confidence at an early age", journal = j-SIGCSE, volume = "38", number = "3", pages = "365--365", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140275", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "How can experience with technology aid younger students in future higher education and careers? A team of five Villanova University students is collaborating with the eighth grade teachers at the Julia de Burgos Bilingual Elementary school in North Philadelphia to assist eighth grade students in developing interdisciplinary exit projects mandated by the city for graduation and progression to high school. The collaboration is part of an eight-year effort to assist in providing meaningful experiences with technology for a school serving an economically deprived neighborhood. It has grown out of a module on equity in access to technology in the course on ethical issues in computer science required of undergraduate majors in the discipline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fatima:2006:AGP, author = "Tazeen Fatima and Jonathan Marra and Ronald Realubit and Georgiy Schegolev and Katherine G. Herbert", title = "Automated gene processing and exon sequence retrieval", journal = j-SIGCSE, volume = "38", number = "3", pages = "366--366", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140276", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Markov:2006:IWD, author = "Zdravko Markov and Ingrid Russell", title = "An introduction to the {WEKA} data mining system", journal = j-SIGCSE, volume = "38", number = "3", pages = "367--368", month = sep, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1140123.1140127", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:28 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This is a proposal for a half day tutorial on Weka, an open source Data Mining software package written in Java and available from www.cs.waikato.ac.nz/~ml/weka/index.html. The goal of the tutorial is to introduce faculty to the package and to the pedagogical possibilities for its use in the undergraduate computer science and engineering curricula. The Weka system provides a rich set of powerful Machine Learning algorithms for Data Mining tasks, some not found in commercial data mining systems. These include basic statistics and visualization tools, as well as tools for pre-processing, classification, and clustering, all available through an easy to use graphical user interface.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bilal:2006:RBN, author = "Sara Saeed Bilal and Habib {Al Mutawa} and Fatma Hassan {Al Amir} and C. Dianne Martin", title = "Reflections on being a new female {IT} professional in the {UAE}", journal = j-SIGCSE, volume = "38", number = "4", pages = "6--6", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189138", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BilalMAM06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "In the June issue of inroads, two students from Zayed University, Sara Saeed Bilal and Fatma Hassan Al Amir, wrote about their ideas on what they thought it would be like to be an IT professional in the United Arab Emirates and what ethical and cultural issues they might have to address. Since that time they have both had the opportunity to do a ten-week internship in a working environment in the UAE. They now reflect on their work experience as female IT professionals in the UAE.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2006:VFP, author = "Don Gotterbarn", title = "{E}-voting: a failure of professionalism?", journal = j-SIGCSE, volume = "38", number = "4", pages = "7--8", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189140", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gotterbarn06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "It is generally foolish to predict the future but in this case the odds are with me. This article was written in July 2006 but it will be early December 2006 before it is in print. In the USA a 'mid-term election' was completed in November (three months after this article was written) and I presume most of the recounts from that election should be over by now.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2006:GDN, author = "Tony Clear", title = "{Google\TM} --- ``do no evil'': yeah right!", journal = j-SIGCSE, volume = "38", number = "4", pages = "8--10", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189142", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Clear06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "I suppose any company with a motto of ``do no evil'', sets a pretty unachievable standard. But for ``Google\TM{} the good'', the corporate image is rapidly becoming more tarnished. Quite apart from the controversial debates about supporting censorship in China, we are seeing the increasing tensions between Google as the liberal promoter of scientific neutrality, and Google as the global, corporate juggernaut. What is becoming apparent is the need for online search engines to adopt a moral and ethical code relating to the use of information as both a raw material and a fertile mine collated from other sources.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorgone:2006:MLA, author = "John T. Gorgone", title = "{Masters} level accreditation for information systems", journal = j-SIGCSE, volume = "38", number = "4", pages = "10--11", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189144", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gorgone06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Is there a need to accredit graduate level programs in information systems and technology? The Association for Information Systems (AIS) seems to think so as it has expressed an interest in pursuing masters' level accreditation for information systems programs globally in the very near future. There is considerable value for AIS in taking this bold initiative. They currently participate in undergraduate computing accreditation through ABET via their membership and financial support of CSAB (AIS+ACM+IEEE-CS). Also, AIS is familiar with graduate level accreditation because of their involvement with AACSB International which accredits programs in the school of business at all levels.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2006:ORF, author = "Raymond Lister", title = "One room, four meetings", journal = j-SIGCSE, volume = "38", number = "4", pages = "11--13", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189146", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Lister06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Over the last couple of years, I have attended regular meetings with a group of colleagues who share my interest in computer education. After two years, I've realized that my colleagues and I are all in the same room, at the same time, but there are four different meetings going on at once. Only one of the meetings is about education research. As an education researcher, I often find the other meetings frustrating, but I have also come to see that there are positives to all four types of meetings. Each meeting has its weaknesses, including the research meeting, and these respective weaknesses are ameliorated by the other meeting types.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2006:TSF, author = "Henry MacKay Walker", title = "Thoughts on student feedback to help teaching", journal = j-SIGCSE, volume = "38", number = "4", pages = "13--14", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189148", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Walker06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Most teachers have great interest in improving their courses, their interactions with students, and other components of the teaching and learning process. Although some student feedback can come from school-wide end-of-course evaluations, these typically focus on assessment for contracting, merit pay, and promotion, rather than on improvement. Thus, many school-wide evaluations contain general feedback that may provide little real insight. In some cases, the questions seem remarkably generic:The instructor is breathing:a. all of the time,b. some of the time,c. none of the time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2006:ADT, author = "Robert D. Campbell", title = "Associate-degree transfer curriculum in computer engineering", journal = j-SIGCSE, volume = "38", number = "4", pages = "15--15", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189150", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Campbell06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Computer Engineering (CE) curricula guidelines for undergraduate baccalaureate-degree programs were finalized and approved in 2004, published under the title Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering. That work was the result of a joint task force of the ACM and IEEE-CS. The baccalaureate report, together with accompanying materials, appear at http://www.computer.org/education/.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2006:OUI, author = "Judith Gal-Ezer", title = "The {Open University of Israel}: a distance education institution", journal = j-SIGCSE, volume = "38", number = "4", pages = "16--17", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189152", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gal-Ezer06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "John Impagliazzo, editor of inroads, asked me to take over the Distance Learning column. Let me first thank Gordon Davies who was responsible for this column for the past few years. Gordon did a great job and I will have to work hard to follow him and make the column as interesting and appealing as he did.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2006:WI, author = "A. Joe Turner", title = "What is {IFIP}?", journal = j-SIGCSE, volume = "38", number = "4", pages = "17--18", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189154", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Turner06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "I serve as ACM's representative to Technical Committee 3 (TC3) of IFIP, the International Federation for Information Processing. TC3 is concerned with education relative to computing, and ACM's representative to TC3 is supported by SIGCSE. SIGCSE Chair Henry Walker has suggested that as one step in fostering mutually beneficial activities between SIGCSE and TC3, it would be beneficial to include some information in Inroads about IFIP and its TC3. This column is the first of a series that is intended to acquaint SIGCSE members with IFIP and TC3, and we begin with an overview of IFIP.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2006:UCM, author = "Lisa C. Kaczmarczyk", title = "The ubiquity of computing may be education's biggest challenge", journal = j-SIGCSE, volume = "38", number = "4", pages = "18--19", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189156", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Kaczmarczyk06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Coming up with creative ideas is like making coffee the old fashioned way. Accumulate information (acquire coffee grounds and water), give it mental space (put them in the pot, turn on stove and walk away), and ideas percolate to the surface (delicious brew is ready when the brown bubbles bounce around vigorously under the little glass lid). Sometimes the coffee is awful. But sometimes it is sublime. I won't know until I sip it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2006:PTD, author = "Peter B. Henderson and Rachelle DeCoste and Kevin L. Huggins", title = "Preparing to teach discrete math for the first time", journal = j-SIGCSE, volume = "38", number = "4", pages = "20--21", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189158", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#HendersonDH06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Do you recall the first time you taught a discrete mathematics course, if ever? What were your goals for the course? Your thought processes preparing? How did you prepare to teach it the first time? As educators, there is always that first time teaching a new course. To capture this scenario I have enlisted the services of two professors at the United States Military Academy at West Point, Rachelle DeCoste and Kevin L. Huggins, who will each be teaching, for the first time, a section of discrete mathematics for cadets majoring in computer science. This is the first of two columns they will be contributing --- before and after.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2006:HS, author = "David Ginat", title = "Hidden squares", journal = j-SIGCSE, volume = "38", number = "4", pages = "22--23", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189160", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Ginat06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The current issue's new challenge involves lines of sight and objects (squares) in the plane. One may get the impression that Computational Geometry familiarity is required. However, this is not the case. The presented task involves very basic domain knowledge, and the main theme is problem solving through suitable insight.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McConnell:2006:ACLb, author = "Jeffrey J. McConnell", title = "Active and cooperative learning: final tips and tricks (part {IV})", journal = j-SIGCSE, volume = "38", number = "4", pages = "25--28", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189162", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Active and cooperative learning can energize the instructor, students, and the classroom. This fourth and final article in a series on active and cooperative learning discusses the design and evaluation of classroom exercises. Additional suggestions to manage an active and cooperative learning environment are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McConnell:2006:ACLd, author = "Jeffrey J. McConnell", title = "Active and cooperative learning: final tips and tricks (part {IV})", journal = j-SIGCSE, volume = "38", number = "4", pages = "25--28", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189162", ISSN = "0097-8418 (print), 2331-3927 (electronic)", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#McConnell06a; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chewar:2006:APP, author = "Christa M. Chewar and Kevin L. Huggins and Jean R. S. Blair", title = "Avoiding the pratfalls of program assessment", journal = j-SIGCSE, volume = "38", number = "4", pages = "29--33", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189163", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#ChewarHB06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Most agree that assessment is an important step in improving an academic program. However, implementation often falls short of expectations due to common missteps. In this paper, we identify and discuss common program assessment pratfalls. We also describe the assessment program and the manner in which we have taken steps to avoid each of these pratfalls.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frandsen:2006:SCM, author = "Gudmund Skovbjerg Frandsen and Michael I. Schwartzbach", title = "A singular choice for multiple choice", journal = j-SIGCSE, volume = "38", number = "4", pages = "34--38", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189164", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#FrandsenS06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "How should multiple choice tests be scored and graded, in particular when students are allowed to check several boxes to convey partial knowledge? Many strategies may seem reasonable, but we demonstrate that five self-evident axioms are sufficient to determine completely the correct strategy. We also discuss how to measure robustness of the obtained grades. Our results have practical advantages and also suggest criteria for designing multiple choice questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2006:RPC, author = "Michal Armoni", title = "On the role of proofs in a course on design and analysis of algorithms", journal = j-SIGCSE, volume = "38", number = "4", pages = "39--42", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189165", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Armoni06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper discusses the role of proofs in a course on design and analysis of algorithms. It argues that correctness proofs should always be considered as an integral part of algorithmic solutions, which should otherwise be considered as incomplete. Proofs and proof strategies should be emphasized in such a course, and active proof production should be required of students. Such an emphasis can improve mathematical as well as algorithmic skills, and can demonstrate the important and unique role of mathematics within computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stone:2006:UML, author = "Jeffrey A. Stone", title = "Using a machine language simulator to teach {CS1} concepts", journal = j-SIGCSE, volume = "38", number = "4", pages = "43--45", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189166", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Stone06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The use of computer architecture simulators has become common practice in courses designed to teach computer organization. However, little research has been done to test the effectiveness of such simulators in learning introductory programming concepts. In this paper I will discuss the use of a simple architecture and machine language simulator to teach the CS1 concepts of conditional selection and iteration, along with the results of a pilot study on its effectiveness in a structural programming-based CS1 course. Possible other uses for the tool are also considered.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gonzalez-Morris:2006:FTB, author = "Germ{\'a}n Gonz{\'a}lez-Morris", title = "Further thoughts on backtracking and bounding", journal = j-SIGCSE, volume = "38", number = "4", pages = "46--47", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189167", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Gonzalez-Morris06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This report contains furthers analysis finding more accurate boundaries (pruning) to get a better performance for a specific backtracking algorithm based on the pattern problem. The problem statement is modest-sized to understand the combining criteria implemented reducing substantially the amount of time invested processing, and grows exponentially to the size of the problem making it expensive without applying any constraint.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buerck:2006:KDD, author = "John Buerck and David Feig", title = "Knowledge discovery and dissemination: a curriculum model for informatics", journal = j-SIGCSE, volume = "38", number = "4", pages = "48--51", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189168", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#BuerckF06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "One area of IT quickly becoming paramount for organizations is the field of Informatics. Informatics is receiving some recognition as a sub-discipline within computer science education with the distinct learning objectives of how to use IT for knowledge discovery and dissemination. This paper describes the growing need for informatics education; a suggested informatics curriculum framework, specific course descriptions; options on how to incorporate informatics as a cognate option for other university programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ebrahimi:2006:ESN, author = "Alireza Ebrahimi and Christina Schweikert", title = "Empirical study of novice programming with plans and objects", journal = j-SIGCSE, volume = "38", number = "4", pages = "52--54", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189169", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#EbrahimiS06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Empirical studies conducted at two colleges (traditional and online) indicate that students have difficulty with plan integration, understanding of the object-oriented paradigm, and incorporating OOP concepts into problem solving. When novices are taught OOP at an early stage, they tend to spend more time trying to understand objects and less time on problem solving. Currently, OOP compounds the problems novices face when learning programming. To reinforce more effectively OOP concepts, plans, and problem solving for novices, we propose a Plan-Object Paradigm and design of WPOL.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Teif:2006:PTO, author = "Mariana Teif and Orit Hazzan", title = "Partonomy and taxonomy in object-oriented thinking: junior high school students' perceptions of object-oriented basic concepts", journal = j-SIGCSE, volume = "38", number = "4", pages = "55--60", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189170", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#TeifH06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The study presented in this paper explores junior high school students' comprehension of basic OO concepts. It summarizes major (mis)conceptions demonstrated by the students in two main categories: confusion of (1) taxonomic and (2) partonomic hierarchies with classes, objects and their interrelations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2006:TGU, author = "Torben Lorenzen and Abdul Sattar", title = "Teach graphics using excel in place of a graphing calculator", journal = j-SIGCSE, volume = "38", number = "4", pages = "61--63", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189171", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#LorenzenS06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Excel spreadsheets were developed to teach the underlying math in a computer graphics course including reviewing basic linear algebra operations, tracing a series of OpenGL transformations, and creating Bezier curves and surfaces with forward differences. Each spreadsheet contains an English overview of the mathematical process and the numerical result of each sub step thus providing a high level of abstraction. Double clicking a numerical result shows the underlying equation and operands used. The authors recommend using Excel in place of a graphing calculator in a computer graphics course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Neeman:2006:ATP, author = "Henry Neeman and Lloyd Lee and Julia Mullen and Gerard Newman", title = "Analogies for teaching parallel computing to inexperienced programmers", journal = j-SIGCSE, volume = "38", number = "4", pages = "64--67", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189172", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#NeemanLMN06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Parallel computing is increasingly a requirement of Computational Science and Engineering (CSE) software because problems of interest are very large and hardware systems are becoming parallel through multicore technologies. Inexperienced programmers-non-computer scientists with one semester to a few years of programming experience-are crucial to CSE software development because academic research teams rely on them as application developers. For this group, the basic concepts of parallelism can be explained by analogies rather than through exploring the specifics of various technologies. These analogies are also useful for computer scientists who are new to parallel computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sattar:2006:DSM, author = "Abdul Sattar and Torben Lorenzen", title = "Develop a shopping mart {Web} application", journal = j-SIGCSE, volume = "38", number = "4", pages = "68--70", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189173", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#SattarL06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The authors' junior/senior CS class at Bridgewater State College implemented a web site similar to the shopping mart found at amazon.com. The application was broken into four assignments which included an email address verifier written in Java, a 5 page GUI front-end to the web site written in Hypertext Markup Language (HTML), Java Script and Cascading Style Sheet (CSS), a rudimentary web browser, and a module implementing server-side functionality to update an Access database.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Udoh:2006:TDI, author = "Emmanuel Udoh", title = "Teaching database in an integrated {Oracle} environment", journal = j-SIGCSE, volume = "38", number = "4", pages = "71--74", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189174", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Udoh06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper describes the approach used to teach the database course to undergraduate majors. The curriculum is structured to provide two courses in sequence to teach the database technology to both the computer science (CS) and information systems (IS) majors in an integration-driven Oracle environment. In a team-oriented approach, a comprehensive project is tackled by beginning with part project at the introductory database level, which culminates in the integration of the whole project at the advanced database level. There is strong evidence, especially from the student evaluation, that the approach has resulted in better acquisition of database concepts and practice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2006:MA, author = "Mordechai (Moti) Ben-Ari", title = "{McKinley's Amazon}", journal = j-SIGCSE, volume = "38", number = "4", pages = "75--77", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189175", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Ben-Ari06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The Internet is considered to have revolutionized our lives and the future is predicted to be even more revolutionary. I would like to place one aspect of modern technology---ecommerce---within an historical perspective. I examine the Sears mail-order catalog from 1897 and compare their products and services with those ecommerce pioneer Amazon.com. Amazon benefits from faster communications and transportation, but in terms of remote commerce it continues a venerable tradition, demonstrating that the internet offers few new capabilities for remote commerce that did not already exist a century ago.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Becker:2006:HMC, author = "K. Becker", title = "How much choice is too much?", journal = j-SIGCSE, volume = "38", number = "4", pages = "78--82", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189176", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Becker06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students' reactions as well as effects on student engagement and quality of work are described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2006:CED, author = "Timothy J. Rolfe", title = "Classroom exercise demonstrating linked list operations", journal = j-SIGCSE, volume = "38", number = "4", pages = "83--84", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189177", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Rolfe06a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This paper describes a strategy whereby, using directly manipulable items, one can show the behaviors of a linked list, and even show some of the details of linked list manipulations. The students themselves operate as the linked list nodes, and retain the attributes of data value and next list node.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thompson:2006:ARR, author = "Andrew A. Thompson", title = "Approaches to recruiting and retaining in computer-science based student organizations", journal = j-SIGCSE, volume = "38", number = "4", pages = "85--87", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189178", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#Thompson06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Recruitment and retention for a student organization is a very complex task. Faculty members and student leaders must attempt to appeal and relate to an often finicky demographic. This article explores various methods used to attract and retain students into their local ACM student chapter. I will review approaches used during my two year-term as ACM Chapter President at South Carolina State University (SCSU). During this period my executive board and I reactivated our dormant chapter and used various strategies to increase attendance and membership greatly from previous active years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holz:2006:RMC, author = "Hilary J. Holz and Anne Gates Applin and Bruria Haberman and Donald Joyce and Helen C. Purchase and Catherine Reed", title = "Research methods in computing: what are they, and how should we teach them?", journal = j-SIGCSE, volume = "38", number = "4", pages = "96--114", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189180", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#HolzAHJPR06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Despite a lack of consensus on the nature of Computing Research Methods (CRM), a growing number of programs are exploring models and content for CRM courses. This report is one step in a participatory design process to develop a general framework for thinking about and teaching CRM.We introduce a novel sense-making structure for teaching CRM. That structure consists of a road map to the CRM literature, a framework grounded in questions rather than answers, and two CRM skill sets: core skills and specific skills. We integrate our structure with a model for the process a learner goes through on the way to becoming an expert computing researcher and offer example learning activities that represent a growing repository of course materials meant to aid those wishing to teach research skills to computing students. Our model is designed to ground discussion of teaching CRM and to serve as a roadmap for institutions, faculty, students and research communities addressing the transition from student to fully enfranchised member of a computing research community of practice. To that end, we offer several possible scenarios for using our model. In computing, research methods have traditionally been passed from advisor to student via apprenticeship. Establishing a richer pedagogy for training researchers in computing will benefit all (see Figure 1).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fuller:2006:CPB, author = "Ursula Fuller and Arnold Pears and June Amillo and Chris Avram and Linda Mannila", title = "A computing perspective on the {Bologna Process}", journal = j-SIGCSE, volume = "38", number = "4", pages = "115--131", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189181", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#FullerPAAM06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "The Bologna process is intended to culminate in the formation of the European Higher Education Area (EHEA) by 2010. Its aim is to facilitate the mobility of people, the transparency and recognition of qualifications, quality and development of a European dimension to higher education, and the attractiveness of European institutions for third country students. This paper provides an overview of progress towards implementation in EHEA member states using official documents and interview data from faculty teaching computing in countries represented at the ITiCSE 2006 meeting. The key areas where the structures established by the Bologna process are problematic for computing education arise from the rapidly changing nature of the curriculum. It seems that the maturity and capability criteria, as well as the manner in which learning outcomes are specified, being developed within the Bologna process are too general. This endangers the properties of transparency and mobility that the process intends to promote. Progression and prerequisite knowledge in computing degrees can be very specific. For instance, generic learning outcomes for an introductory programming course quite rightly will not specify the programming language, or languages, used to implement algorithms. However, suppose a student intends to study an advanced algorithms and data structures course in which Java is the language of implementation which has an introductory course in programming as a prerequisite. If the introductory course language was Standard ML it is not clear that the prerequisite course actually provides the student with a suitable background. These types of complexities are typical of computing, where early subject curricula are not standardised nationally or internationally, and create significant hurdles for realising the Bologna objectives.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2006:CIC, author = "Vicki L. Almstrum and Peter B. Henderson and Valerie J. Harvey and Cinda Heeren and William A. Marion and Charles Riedesel and Leen-Kiat Soh and Allison Elliott Tew", title = "Concept inventories in computer science for the topic discrete mathematics", journal = j-SIGCSE, volume = "38", number = "4", pages = "132--145", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189182", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#AlmstrumHHHMRST06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "This report describes concept inventories, specialized assessment instruments that enable educational researchers to investigate student (mis)understandings of concepts in a particular domain. While students experience a concept inventory as a set of multiple-choice items taken as a test, this belies its purpose, its careful development, and its validation. A concept inventory is not intended to be a comprehensive instrument, but rather a tool that probes student comprehension of a carefully selected subset of concepts that give rise to the most common and pervasive mismodelings. The report explains how concept inventories have been developed and used in other STEM fields, then outlines a project to explore the feasibility of concept inventories in the computing field. We use the domain of discrete mathematics to illustrate a suggested plan of action.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2006:RPO, author = "Raymond Lister and Anders Berglund and Tony Clear and Joe Bergin and Kathy Garvin-Doxas and Brian Hanks and Lewis E. Hitchner and Andrew Luxton-Reilly and Kate Sanders and Carsten Schulte and Jacqueline L. Whalley", title = "Research perspectives on the objects-early debate", journal = j-SIGCSE, volume = "38", number = "4", pages = "146--165", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189183", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#ListerBCBGHHLSSW06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "In March 2004, SIGCSE members contributed to a mailing list discussion on the question of whether programming should be taught objects first or imperative first. We analyse that discussion, exploring how the CS community debates the issue and whether contributors' positions are supported by the research literature on novice programmers. We applied four distinct research methods to the discussion: cognitive science, rhetorical analysis in the critical tradition, phenomenography and biography. We identify the cognitive claims made in the email discussion and find there is not a consensus in the research literature as to whether the objects first approach or the imperative approach is harder to learn. From the rhetorical analysis, we find that the discussion was not so much a debate between OO-first versus imperative-first, but instead was more for and against OO-first. Our phenomenographic analysis identified and categorized the underlying complexity of the discussion. We also applied a biographical method to explore the extent to which the participants' views are shaped by their own prior experience. The paper concludes with some reflections upon paradigms, and the manner in which the CS discipline community defines itself.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2006:MIV, author = "Guido R{\"o}{\ss}ling and Thomas L. Naps and Mark S. Hall and Ville Karavirta and Andreas Kerren and Charles Leska and Andr{\'e}s Moreno and Rainer Oechsle and Susan H. Rodger and Jaime Urquiza-Fuentes and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Merging interactive visualizations with hypertextbooks and course management", journal = j-SIGCSE, volume = "38", number = "4", pages = "166--181", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189184", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#RosslingNHKKLMORUV06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "As a report of a working group at ITiCSE 2006, this paper provides a vision of how visualizations and the software that generates them may be integrated into hypertextbooks and course management systems. This integration generates a unique synergy that we call a Visualization-based Computer Science Hypertextbook (VizCoSH). By borrowing features of both traditional hypertextbooks and course management systems, VizCoSHs become delivery platforms that address some of the reasons why visualizations have failed to find widespread use in education. The heart of the paper describes these features and explains, from both a student and teacher perspective, how each feature adds educational value to a visualization. In some cases, this value focuses on pedagogical issues, taking advantage of known strategies for making visualizations more engaging and effective. In other cases, the emphasis is on making it easier for teachers to use visualizations. A set of possible use scenarios and approaches for increasing interest in adopting a VizCoSH are also presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mead:2006:CAI, author = "Jerry Mead and Simon Gray and John Hamer and Richard James and Juha Sorva and Caroline {St. Clair} and Lynda Thomas", title = "A cognitive approach to identifying measurable milestones for programming skill acquisition", journal = j-SIGCSE, volume = "38", number = "4", pages = "182--194", month = dec, year = "2006", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1189136.1189185", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:31 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse38.html#MeadGHJSCT06; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2006.bib", abstract = "Traditional approaches to programming education, as exemplified by the typical CS1/CS2 course sequence, have not taken advantage of the long record of psychological and experimental studies on the development of programming skills. These studies indicate a need for a new curricular strategy for developing programming skills and indicate that a cognitive approach would be a promising starting point. This paper first reviews the literature on studies of programming skills, cognition and learning, then within that context reports on a new formal structure, called an anchor graph, that supports curricular design and facilitates the setting of measurable milestones.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Russell:2007:TTL, author = "Ingrid Russell and Susan Haller", title = "To teach is to touch lives forever", journal = j-SIGCSE, volume = "39", number = "1", pages = "1--1", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227312", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The title of this talk comes from a little book that I bought years ago, compiled by S.M. Scott. It includes fictional stories and quotations about teaching, reminiscences by former pupils about their teachers, etc. The title of the book is what caught my eye, since this is how I like to view the role teachers ought to play in people's lives. I truly believe that teachers constitute the cornerstone of any successful implementation of a program of study, on any level. Moreover, I think that beyond the mastery of the actual professional material they plan to teach, good teachers should also have deep and broad knowledge of the entire subject of which that material is part, and they must have the ability to convey the material to others correctly and reliably, to provide perspective, and to infuse the students with interest, curiosity, and enthusiasm. All this requires an educator to be more of an intellectual, at least in what concerns the relevant field at large. In the talk I'll try to elaborate on the teachers' role, and to discuss the principles that should underlie a good study program, while emphasizing high school computer science curricula. Thus, I will touch upon what I think should be the core issues for computer science education research. I will also share some anecdotes from my own life, which at the time motivated me to get involved in teaching and educating, in designing computer science study programs and in their implementation, and paved the way to my doing research on teaching the fundamentals of computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2007:TTW, author = "Owen Astrachan and Nick Parlante and Daniel D. Garcia and Stuart Reges", title = "Teaching tips we wish they'd told us before we started", journal = j-SIGCSE, volume = "39", number = "1", pages = "2--3", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227314", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cross:2007:DOV, author = "James H. {Cross II} and T. Dean Hendrix and Jhilmil Jain and Larry A. Barowski", title = "Dynamic object viewers for data structures", journal = j-SIGCSE, volume = "39", number = "1", pages = "4--8", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227316", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The jGRASP lightweight IDE has been extended to provide object viewers that automatically generate dynamic, state-based visualizations of data structures in Java. These viewers provide multiple synchronized visualizations of data structures as the user steps through the source code in either debug or workbench mode. This tight integration in a lightweight IDE provides a unique and promising environment for learning data structures. Initial classroom use has demonstrated the object viewers' potential as an aid to students who are learning to write and modify classes representing data structures. Recently completed controlled experiments with CS2 students indicate that these viewers can have a significant positive impact on student performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adcock:2007:WPE, author = "Bruce Adcock and Paolo Bucci and Wayne D. Heym and Joseph E. Hollingsworth and Timothy Long and Bruce W. Weide", title = "Which pointer errors do students make?", journal = j-SIGCSE, volume = "39", number = "1", pages = "9--13", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227317", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A model and a taxonomy to characterize pointer manipulations are introduced, along with an instrumentation technology that leverages them to provide students with immediate reports of pointer errors in C++ programs. Data collected from CS2 student assignments show that the vast majority of student pointer errors either would not have been noticed at all, or would have been detected only much later in execution, if this infrastructure were not used. Possible applications of the underlying technology--both to conduct long-term educational research into students' understanding of pointers, and to improve pedagogy directly--are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Radenski:2007:DSA, author = "Atanas Radenski", title = "Digital support for abductive learning in introductory computing courses", journal = j-SIGCSE, volume = "39", number = "1", pages = "14--18", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227318", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students who grew up browsing the Web are skilled in what is usually referred to as abduction, a reasoning process that starts with a set of specific observations and then generates the best possible explanation of those observations. In order to exploit the abduction skills of contemporary students, we have developed digital CS1/2 study packs that promote and support active learning through abduction, i.e., abductive learning. The study packs integrate a variety of digital resources: online self-guided labs, e-texts, tutorial links, sample programs, quizzes, and slides. These online packs stimulate students to learn abductively by browsing, searching, and performing self-guided lab experiments. In two years of study pack use, the failure rate in the CS1/2 courses at Chapman University has been reduced from 14\% to 5\%. The study packs have been published online at studypack.com and adopted in various institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blum:2007:COP, author = "Lenore Blum and Thomas J. Cortina", title = "{CS4HS}: an outreach program for high school {CS} teachers", journal = j-SIGCSE, volume = "39", number = "1", pages = "19--23", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227320", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a pilot summer workshop (CS4HS) held at Carnegie Mellon University in July 2006 for high school CS teachers to provide compelling material that the teachers can use in their classes to emphasize computational thinking and the many possibilities of computer science. Diversity and broadening participation was explicitly addressed throughout the workshop. We focused on broadening the image of what CS is --- and who computer scientists are --- since the reasons for under-representation in the field are very much the same as the reasons for the huge decline in interest. We describe the design of the workshop along with results from initial surveys and evaluations. Short-term evaluations show that this workshop was successful in changing the perception of CS for these teachers and giving them the impetus to include broader topics in their programming courses for the upcoming school year. Future surveys will track the long-term effect of this workshop.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2007:RMT, author = "Elise H. Turner and Erik Albert and Roy M. Turner and Laurence Latour", title = "Retaining majors through the introductory sequence", journal = j-SIGCSE, volume = "39", number = "1", pages = "24--28", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227321", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Retention is an important issue for Computer Science Departments. In many cases students leave the major due to frustrations with programming in the complex languages often used in CS1 and CS2 or because they do not understand that computer science is much more than programming. We have redesigned our introductory sequence to include a rigorous, non-programming introduction to the field and a CS1 course which uses Scheme so that students can focus on the principles of programming instead of the complexities of a particular language. In the first year that we have required these courses in our major, we have had positive results. In this paper, we describe what we have learned through discussions with students and student surveys.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eidelman:2007:EMA, author = "Larisa Eidelman and Orit Hazzan", title = "{Eccles}' model of achievent-related choices: the case of computer science studies in {Israeli} high schools", journal = j-SIGCSE, volume = "39", number = "1", pages = "29--33", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227322", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Worldwide surveys indicate that the number of women studying undergraduate-level Computer Science is constantly decreasing. Based on data collected in Israel, significant differences were found in the percentages of female high school students studying advanced-level Computer Science among different sectors. More specifically, while the percentage of female high school students studying advanced-level Computer Science is about 50\% for the Arab minority sector, the percentage of female students studying Computer Science at the same level among the Jewish majority sector is only about 25\%. This situation was investigated by using both qualitative and quantitative research tools. The paper illustrates the analysis of the data within the model of 'achievent-related choices' developed by Eccles and her colleagues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Engels:2007:PDU, author = "Steve Engels and Vivek Lakshmanan and Michelle Craig", title = "Plagiarism detection using feature-based neural networks", journal = j-SIGCSE, volume = "39", number = "1", pages = "34--38", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227324", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper focuses on the use of code features for automatic plagiarism detection. Instead of the text-based analyses employed by current plagiarism detectors, we propose a system that is based on properties of assignments that course instructors use to judge the similarity of two submissions. This system uses neural network techniques to create a feature-based plagiarism detector and to measure the relevance of each feature in the assessment. The system was trained and tested on assignments from an introductory computer science course, and produced results that are comparable to the most popular plagiarism detectors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McGovern:2007:CSL, author = "Amy McGovern and Jason Fager", title = "Creating significant learning experiences in introductory artificial intelligence", journal = j-SIGCSE, volume = "39", number = "1", pages = "39--43", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227325", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We introduced an arcade-style gaming environment for use in a mixed undergraduate and graduate introductory artificial intelligence (AI) course. Our primary goal in this course was to provide students with a ``significant learning experience'' [3]. We achieved this goal by creating projects based in the game environment that illustrate several major AI topic areas. These projects were designed to be challenging, enjoyable, and to demonstrate AI programming in a realistic environment. Each of the projects was designed to be feasible for all the students yet flexible enough to allow the stronger students to explore alternative solutions. We evaluated our success in achieving these goals through student evaluations, comments, and exam grades.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2007:GSC, author = "David M. Hansen and Joseph Bruce and David Harrison", title = "Give students a clue: a course-project for undergraduate artificial intelligence", journal = j-SIGCSE, volume = "39", number = "1", pages = "44--48", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227326", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have developed a simple yet motivating course-project for use in a one-semester undergraduate course in Artificial Intelligence. The project is well-suited to small liberal arts college environments that lack specialized hardware, software, and faculty, fulfilling an unmet need for many faculty at such institutions. We describe the project and how to deploy and use supporting software for faculty wishing to adopt this project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burge:2007:FOC, author = "Mark Burge and Diana Burley and Harriet Taylor", title = "Funding opportunities in computer science education at the national science foundation", journal = j-SIGCSE, volume = "39", number = "1", pages = "49--49", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227328", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We are actively seeking to increase both the number and competitiveness of proposals to NSF's Course, Curriculum, and Laboratory Improvement (CCLI) program. Funding for computer science education programs at NSF responds directly to the total proposal pressure, so increasing both the number of proposals and the competitiveness of those proposals increases the amount of funding NSF targets for computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Linckels:2007:VTT, author = "Serge Linckels and Stephan Repp and Naouel Karam and Christoph Meinel", title = "The virtual tele-{tASK} professor: semantic search in recorded lectures", journal = j-SIGCSE, volume = "39", number = "1", pages = "50--54", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227330", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes our e-librarian service that understands students' complete questions in natural language and retrieves very few but pertinent learning objects, i.e., short multimedia documents. The system is based on three key components: the formal representation of a domain ontology, a mechanism to automatically identify learning objects out of a knowledge source, and a semantic search engine that yields only pertinent results based on the freely formulated questions in natural language. We report on experiments about students' acceptance to enter complete questions instead of only keywords, and about the benefits of such a virtual personal teacher in an educational environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tungare:2007:TSR, author = "Manas Tungare and Xiaoyan Yu and William Cameron and GuoFang Teng and Manuel A. P{\'e}rez-Qui{\~n}ones and Lillian Cassel and Weiguo Fan and Edward A. Fox", title = "Towards a syllabus repository for computer science courses", journal = j-SIGCSE, volume = "39", number = "1", pages = "55--59", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227331", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A syllabus defines the contents of a course, as well as other information such as resources and assignments. In this paper, we report on our work towards creating a syllabus repository of Computer Science courses across universities in the USA. We present some statistics from our initial collection of 8000+ syllabi. We show a syllabus creator that is integrated with Moodle [5] moodle\_2006\_moodle, an open-source course management system, which allows for the creation of a syllabus for a particular course. Among other information, it includes knowledge units from the Computing Curricula 2001 body of knowledge. The goal of the syllabus repository is to provide added value to the Computer Science Education community, and we present some such offerings. We conclude by presenting our future plans for the syllabus repository. These include using automated techniques to collect and classify syllabi, providing recommendations to instructors when creating a syllabus, and allowing the community to share their syllabi automatically. The syllabus collection will be part of the Computing and Information Technology Interactive Digital Educational Library (CITIDEL), a collection of the National Science Digital Library (NSDL).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamada:2007:WBT, author = "Mohamed Hamada", title = "{Web}-based tools for active learning in information theory", journal = j-SIGCSE, volume = "39", number = "1", pages = "60--64", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227332", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The idea of using web-based technologies in education as a means of interactive learning has been emerging for several topics in computer science and engineering. It proves to be more effective in the learning process and hence rapidly expanding. In this paper we introduce an integrated environment for active learning in the information theory course and related fields. Our environment is designed to meet the learning preferences of computer engineering learners. The environment integrates several different materials to support the learners' preferred style. It includes a movie-like welcome component, an animated hyper-text introduction for the basic concepts of information theory, a communication model simulator, and an interactive set of exercises for self assessment. All the components of the environment are integrated into a single interface based on Java2D of Sun Microsysts. Being a Java applet, our environment is portable and web-based enabled, which makes it possible for learners to study at their convenience. An initial study shows that our integrated environment is a useful tool for learners of information theory and related fields.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Musicant:2007:MUR, author = "David Musicant and Amruth Kumar and Doug Baldwin and Ellen Walker", title = "Mechanics of undergraduate research at liberal arts colleges: lessons learned", journal = j-SIGCSE, volume = "39", number = "1", pages = "65--66", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227334", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koffman:2007:NPI, author = "Elliot Koffman and Heidi Ellis and Charles Kelemen and Curt White and Steven Wolfman", title = "New paradigms for introductory computing courses", journal = j-SIGCSE, volume = "39", number = "1", pages = "67--68", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227336", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2007:SAL, author = "Richard Anderson and Ruth Anderson and K. M. Davis and Natalie Linnell and Craig Prince and Valentin Razmov", title = "Supporting active learning and example based instruction with classroom technology", journal = j-SIGCSE, volume = "39", number = "1", pages = "69--73", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227338", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an application of classroom technology in support of teaching through the use of examples and active learning techniques. Here we report on using Classroom Presenter, a Tablet PC based classroom interaction syst, in a senior level course in Algorithms --- a domain for which the instructor believes working on sample probls is critical to student learning in the classroom. The role of the technology was to integrate activities into the lecture so that students have the opportunity to work with concrete examples in class, while the instructor can collect and review student work in real time, incorporating selected student answers into the discussion. In this paper, we describe the pedagogical goals of the instructor, the types of activities used to achieve those goals, and the role that technology played in supporting those goals and activities. The contributions of the paper are in showing how classroom technology can be used to support pedagogical choices, as well as in emphasizing the value of having clear pedagogical goals when incorporating a new technology in the classroom. We believe the application of technology as illustrated in this work could bring similar benefits to the instruction in other disciplines.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Subhlok:2007:TPV, author = "Jaspal Subhlok and Olin Johnson and Venkat Subramaniam and Ricardo Vilalta and Chang Yun", title = "Tablet {PC} video based hybrid coursework in computer science: report from a pilot project", journal = j-SIGCSE, volume = "39", number = "1", pages = "74--78", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227339", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Online learning, defined broadly as recording and delivering classroom experience with technology, has tremendous potential. However, success to date has been very limited in science and engineering. We believe this is because traditional video recording is cumbersome and not suitable for technical lectures and removing live classroom interaction is detrimental to learning. Employing Tablet PCs with slide presentation software has made it simple and convenient to develop and record high quality lectures. We employ such videos in a hybrid model of coursework. All lectures are made available as online videos, but limited classroom interaction is an important component; the classroom is used for review of lecture material, examinations, demonstrations, tutorials, and hands-on sessions. The hybrid framework is particularly suitable for students with logistical difficulties, e.g., because of work schedule. This paper is an evaluation of the hybrid learning approach as applied to upper level computer science coursework. We report our experience in teaching a suite of hybrid courses at the University of Houston and discuss the detailed feedback we received from the students who participated in the courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolf:2007:AII, author = "Tilman Wolf", title = "Assessing the impact of inking technology in a large digital design course", journal = j-SIGCSE, volume = "39", number = "1", pages = "79--83", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227340", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Since the introduction of inking technology, computer science and engineering education has experienced a flurry of new instructional approaches. Many studies have assessed qualitative improvements over traditional classroom presentation techniques. In this paper, we present quantitative results on the improved student perception of teaching when using Classroom Presenter instead of PowerPoint for classroom presentation. We present an overview on how Classroom Presenter was used in a large undergraduate digital design course and discuss the assessment of results and their analysis. Our data shows with statistical significance that students perceive lectures with Classroom Presenter as more interesting and more adequately paced.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fink:2007:SRS, author = "Shmuel Fink and Gerald Kruse and Keith Olson", title = "Status report on the {SIGCSE} committee on models for evaluating faculty scholarship", journal = j-SIGCSE, volume = "39", number = "1", pages = "84--85", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227342", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this special session, the members of the SIGCSE Committee on Models for Evaluating Faculty Scholarship would like to meet with interested SIGCSE members. In particular we would like to give an update on our progress in the last year, as well as solicit feedback and guidance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clifton:2007:SFS, author = "Curtis Clifton and Lisa C. Kaczmarczyk and Michael Mrozek", title = "Subverting the fundamentals sequence: using version control to enhance course management", journal = j-SIGCSE, volume = "39", number = "1", pages = "86--90", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227344", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Instructors of introductory courses face many challenges, not the least of which is dealing with a large volume of course materials and students with differing backgrounds. There are often too many administrative demands to have as much time for creative pedagogy as one would like. Team projects, and complex realistic projects in general, increase psychic demands, and conflicting schedules make creative collaboration with other instructors impossible. In order to address these issues, we need to find ways to increase effective handling of course development, to free up time for creative pedagogical efforts. This paper reports on an exploratory project in which two instructors and an undergraduate teaching assistant used the Subversion version control system to collaborate remotely on developing and running two CS1 classes. We focus on the ease and efficiency of course management using Subversion, providing a new perspective on how version control can enhance teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bower:2007:GAS, author = "Matt Bower", title = "Groupwork activities in synchronous online classroom spaces", journal = j-SIGCSE, volume = "39", number = "1", pages = "91--95", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227345", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper shares insights about the deployment of groupwork activities in synchronous online classroom spaces. It is based upon analysis of 48 hours of online lesson recordings from an Introduction to Programming (in Java) subject conducted over two semesters. Key observations are shared about how factors such as the type of the activity, the level of student technological and communicative competencies, the interface design and the task specification influenced discourse and learning. On this basis recommendations for teaching using virtual classroom groupwork are offered in order to assist academics who may be considering similar approaches to teaching online.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dankel:2007:STS, author = "Douglas D. {Dankel II} and Jonathan Ohlrich", title = "Students teaching students: incorporating presentations into a course", journal = j-SIGCSE, volume = "39", number = "1", pages = "96--99", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227346", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the structure of a new elective course at the University of Florida, Artificial Intelligence in Computer Games, which addresses not only the technical aspects of creating realism within computer games, but also the need for more experiences in oral communication. Key elements of this course include the students conducting a majority of the teaching and actively participating in evaluating each other.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McMaster:2007:DMP, author = "Kirby McMaster and Nicole Anderson and Brian Rague", title = "Discrete math with programming: better together", journal = j-SIGCSE, volume = "39", number = "1", pages = "100--104", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227348", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper proposes a Discrete Mathematics course that is integrated with programming. The course consists of a sequence of Math modules with coordinated programming projects. Advantages of this approach are presented, and a methodology for developing the course is shown. A sample list of Math modules and brief project descriptions are included.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Arnold:2007:ITI, author = "Ruedi Arnold and Marc Langheinrich and Werner Hartmann", title = "{InfoTraffic}: teaching important concepts of computer science and math through real-world examples", journal = j-SIGCSE, volume = "39", number = "1", pages = "105--109", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227349", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The use of suitable examples is a key to teach abstract, theoretical concepts. Interactive computer software allows us to use such examples to create attractive learning environments that not only appeal to students, but also enhance knowledge transfer in class. However, developing such highly specialized systs is costly, resulting in only few of these tools being developed for higher education. This article introduces Info Traffic, a collection of new learning environments to support the introduction of fundamental concepts of computer science and mathematics in order to be of long-lived value. We describe the didactical concepts behind the interactive and concrete approach of Info Traffic, and illustrate th through two of its learning environments --- one targeted at propositional logic, the other at queueing theory.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2007:CSP, author = "Scott D. Anderson", title = "A course on simulation, probability and statistics", journal = j-SIGCSE, volume = "39", number = "1", pages = "110--114", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227350", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Simulation is an important topic in Computer Science, as is probability and statistics. Most undergraduates who take a course in probability and statistics do so through the mathematics department, and often to fulfill a college quantitative reasoning (QR) requirement. However, a course that combines the two topics can exploit some useful synergies between them. This paper describes those synergies and a one-semester course that covers both topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leutenegger:2007:GFA, author = "Scott Leutenegger and Jeffrey Edgington", title = "A games first approach to teaching introductory programming", journal = j-SIGCSE, volume = "39", number = "1", pages = "115--118", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we argue for using a ``Game First'' approach to teaching introductory programming. We believe that concerns over whether an OO approach or a procedural approach should be used first are secondary to the course assignment and example content. If examples are not compelling, student interest often lags thus making the OO versus procedural argument moot. We believe that game programming motivates most new programmers. Compelling assignments mean that students are far more likely to learn because they are interested, and the visual component allows students to see mistakes in their code as manifested in the resultant graphics. We describe our experiences after redesigning and offering a new introductory computer science sequence using $2$D game development as a unifying theme. We teach fundamental programming concepts via two dimensional game development in Flash and ActionScript during the first quarter, transition to C++ to solidify concepts and add pointers during the second quarter, then teach a multi-phase project based game approach using C++ and openGL ($2$D graphics only) during the third quarter. Our surveys show that this approach improved student understanding of all seven basic topics examined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nita-Rotaru:2007:MEA, author = "Cristina Nita-Rotaru and Melissa Dark and Voicu Popescu", title = "A multi-expertise application-driven class", journal = j-SIGCSE, volume = "39", number = "1", pages = "119--123", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227353", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we report on our experience of teaching a multi-expertise application-driven course in which upper-level undergraduate and entry-level graduate students from computer science, computer graphics technology, and educational science worked together to design, develop and evaluate a distance learning system. We describe the activities pursued in the class, the interactions between the various groups of students, as well as the challenges and advantages ensuing from the great variety of student backgrounds. The success of the course is measured in two ways. First, the class achieved the goal of building a distance learning system that surpasses the state of the art by improving the integration of the remote students into regular on-campus learning. Second, a survey conducted at the end of the course indicates that the application-driven, collaborative, and multi-expertise structure of the class provided a uniquely effective learning experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Peckham:2007:ISR, author = "Joan Peckham and Peter Stephenson and Jean-Yves Herv{\'e} and Ron Hutt and Miguel Encarna{\c{c}}{\~a}o", title = "Increasing student retention in computer science through research programs for undergraduates", journal = j-SIGCSE, volume = "39", number = "1", pages = "124--128", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "To address the alarming decrease in students in Rhode Island computer science programs and the under-representation of women and minorities, we have devised a program to introduce students to research in computer graphics, art and new media. This program integrates good mentoring practice and pedagogy, including problem-based learning. Special attention is paid to creating a cohort of students who come together every week to learn about the research process, and ethical and societal issues related to it. Each student takes a small project from the proposal stage, through design and implementation, to publication and presentation. We report on the first two years of the program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gayler:2007:UTW, author = "Dick Gayler and David Klappholz and Valerie J. Harvey and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "{UML} tools: what is their role in undergraduate computer science courses?", journal = j-SIGCSE, volume = "39", number = "1", pages = "129--130", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marion:2007:ACS, author = "Bill Marion and John Impagliazzo and Caroline {St. Clair} and Barry Soroka and Deborah Whitfield", title = "Assessing computer science programs: what have we learned", journal = j-SIGCSE, volume = "39", number = "1", pages = "131--132", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2007:IAS, author = "Lillian N. Cassel and Andrew McGettrick and Gordon Davies and Heikki Topi and Bob Sloan", title = "An initiative to attract students to computing", journal = j-SIGCSE, volume = "39", number = "1", pages = "133--134", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Noonan:2007:CSD, author = "Robert E. Noonan and John R. Hott", title = "A course in software development", journal = j-SIGCSE, volume = "39", number = "1", pages = "135--139", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The paper discusses a course in software development, as advocated by the CC2001 report. The course revolves around a single project divided into six assignments. In addition, the course includes lab assignments covering the tool of the week. The order of coverage of topics and the order of labs is determined using just-in-time learning. Grading criteria and an assessment of the course are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Feinberg:2007:VOO, author = "Dave Feinberg", title = "A visual object-oriented programming environment", journal = j-SIGCSE, volume = "39", number = "1", pages = "140--144", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227363", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper explores both the design and classroom usage of a visual and interactive programming environment. This environment, named JavaTown, provides a visual representation of the inner workings of object-oriented programs, in which on-screen characters are literally depicted as carrying messages to each other and remembering values. JavaTown was created to aid in the introduction of some of the most elusive concepts in the CS1/CS2 curriculum: object references, parameter passing, variable scope, recursion, and linked lists.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stoecklin:2007:TSB, author = "Sara Stoecklin and Suzanne Smith and Catharina Serino", title = "Teaching students to build well formed object-oriented methods through refactoring", journal = j-SIGCSE, volume = "39", number = "1", pages = "145--149", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Refactoring is the process of transforming the internal structure of existing code while keeping the integrity of the code's functional requirements. Refactoring is proven to increase program maintainability, flexibility, and understandability and is recognized as a best practice in the software development community. However, with the exception of courses or lectures on extreme programming, refactoring is overlooked in the computer science curriculum. This paper presents the fourth lesson of an innovative pedagogical approach to teaching refactoring on the college level. This lesson covers the creation of well formed object-oriented methods including characteristics for evaluating such methods. Through this hands-on approach, building well formed object-oriented methods through refactoring can be better understood and integrated into the computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shaffer:2007:AVR, author = "Clifford A. Shaffer and Matthew Cooper and Stephen H. Edwards", title = "Algorithm visualization: a report on the state of the field", journal = j-SIGCSE, volume = "39", number = "1", pages = "150--154", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present our findings on the state of the field of algorithm visualization, based on extensive search and analysis of links to hundreds of visualizations. We seek to answer questions such as how content is distributed among topics, who created algorithm visualizations and when, the overall quality of available visualizations, and how visualizations are disseminated. We have built a wiki that currently catalogs over 350 algorithm visualizations, contains the beginnings of an annotated bibliography on algorithm visualization literature, and provides information about researchers and projects. Unfortunately, we found that most existing algorithm visualizations are of low quality, and the content coverage is skewed heavily toward easier topics. There are no effective repositories or organized collections of algorithm visualizations currently available. Thus, the field appears in need of improvement in dissemination of materials, informing potential developers about what is needed, and propagating known best practices for creating new visualizations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carson:2007:AEV, author = "Erik Carson and Ian Parberry and Bradley Jensen", title = "Algorithm explorer: visualizing algorithms in a {$3$D} multimedia environment", journal = j-SIGCSE, volume = "39", number = "1", pages = "155--159", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science courses have increasingly made use of visualization tools to illustrate common algorithms. This paper describes Algorithm Explorer, an educational tool designed for use by instructors and students to examine algorithms in a rich environment composed of $3$D data representations, $3$D audio cues, and easy-to-use controls. Instructors and students can easily add calls to Algorithm Explorer's C++ API to their programs to quickly develop engaging visualizations, and every detail of the scene can be customized as the developer desires.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hurst:2007:SAA, author = "Wolfgang H{\"u}rst and Tobias Lauer and Eveline Nold", title = "A study of algorithm animations on mobile devices", journal = j-SIGCSE, volume = "39", number = "1", pages = "160--164", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Compared to desktop PCs, mobile devices have several constraints such as restricted screen size and reduced interactivity. Hence, it is not clear if it is helpful to provide educational multimedia material for mobile media players. In this paper, we present a study of algorithm animations on mobile devices, i.e., an Apple iPod with video functionality. The results of our experiment indicate that despite limitations there is an actual learning effect and therefore mobile media players offer a potential to increase learning that deserves further investigation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stevenson:2007:BAV, author = "Daniel E. Stevenson and James D. Schwarzmeier", title = "Building an autonomous vehicle by integrating {Lego Mindstorms} and a {Web} cam", journal = j-SIGCSE, volume = "39", number = "1", pages = "165--169", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227370", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There are many possible ways to integrate Lego Mindstorms robots into the standard computer science curriculum. This paper presents a way to use these robots to teach image processing or vision by building an autonomous vehicle. The vehicle uses an off-the-shelf web cam for all of its navigation. Integration of the camera, robot, and controlling computer is discussed, as are the image processing units used, the structure of a state machine controlling them, and the cross-cutting concern of reducing both input and output noise throughout all aspects of the project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jipping:2007:TSJ, author = "Michael J. Jipping and Cameron Calka and Brian O'Neill and Christopher R. Padilla", title = "Teaching students {Java} bytecode using {Lego Mindstorms} robots", journal = j-SIGCSE, volume = "39", number = "1", pages = "170--174", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Assbly language is a valuable subject to teach, yet one of the most underappreciated by students. Students do not see the need for assembly language and they get through it as quickly as possible. Given the time in a computer organization course to teach assembly language, assignments --- either quick-and-easy ones or those contrived-to-teach-a-point --- contribute to this attitude of malaise. This paper documents a project to inject some fun into the teaching of assembly language. First, we switch the language to Java bytecode. Second, we use unique assignments to use Java bytecode with Lego Mindstorms robotics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Klassner:2007:MRA, author = "Frank Klassner and Christopher Continanza", title = "{Mindstorms} without robotics: an alternative to simulations in systems courses", journal = j-SIGCSE, volume = "39", number = "1", pages = "175--179", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227372", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper examines the applicability of LEGO Mindstorms to the intermediate-level computer science curriculum, which traditionally includes courses such as Computer Organization and Operating Systems. We describe three open-laboratory projects that employ Mindstorms in exploring systems-level programming topics and present results from student evaluations of the projects over the last two years. An interesting feature of the projects is that they do not involve robotics or robot construction but instead focus on the Mindstorms programmable brick as a platform in its own right.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reategui:2007:UVC, author = "Eliseo Reategui and Elisa Boff and John A. Campbell", title = "Using virtual characters in personalized recommendations", journal = j-SIGCSE, volume = "39", number = "1", pages = "180--184", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes a virtual character placed in an educational environment with the purpose of motivating and involving students in the activities proposed. The character can communicate with users in natural-language; it can learn students' profiles and use this knowledge to recommend appropriate contents and activities. Three main elements compose the character's architecture: an AIML-based mechanism, which endows the character with its communication abilities; a profile management system, which collects and organizes students information; and a recommender system, which uses the student's profiles and behavioral patterns to make content recommendations. The character was placed in an educational environment and used in an experiment with 53 computer science students. The results of the experiment are presented here, as well as conclusions and directions for future work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Havill:2007:TSF, author = "Jessen T. Havill and Lewis D. Ludwig", title = "Technically speaking: fostering the communication skills of computer science and mathematics students", journal = j-SIGCSE, volume = "39", number = "1", pages = "185--189", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Department of Mathematics and Computer Science at Denison University has introduced a significant new oral communication component early in both majors. The sophomore computer science and mathematics majors meet together each week for a ``lab'' taught jointly by a computer scientist and a mathematician. There were three goals in this endeavor: (1) to prepare students for the workforce and graduate school by improving their oral communication skills, (2) to nurture future researchers in both fields by exposing them to research early in their undergraduate training, and (3) to increase computer science students' exposure to mathematics. In the following, we establish the need for such a course, describe our approach, how it satisfies our three goals, and additional outcomes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Craig:2007:FSD, author = "Michelle Craig", title = "Facilitated student discussions for evaluating teaching", journal = j-SIGCSE, volume = "39", number = "1", pages = "190--194", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227376", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Trying to improve undergraduate teaching based on feedback collected by traditional student course evaluations can be a frustrating experience. Unclear, contradictory and ill-informed student comments leave instructors confused and discouraged. We designed and then implemented an evaluation mechanism where an independent CS faculty peer visits a lecture and holds an evaluation discussion with the students. These facilitated discussions begin by looking at overall strengths and weaknesses for the course but quickly focus on the key student concerns and suggestions for improvement. After conducting thirty four facilitated discussions, we find them appreciated by students who feel heard and valued. A survey of participating faculty indicates that the written discussion report is more useful to them than standard student survey results. Faculty report that they have made changes based on the recommendations and limited quantitative data suggests that teaching has improved and its value in the departmental culture has increased. In this paper we describe the evaluation process, discuss our experiences and offer some concrete suggestions for those who might want to try this approach in their own department.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2007:CT, author = "Peter B. Henderson and Thomas J. Cortina and Jeannette M. Wing", title = "Computational thinking", journal = j-SIGCSE, volume = "39", number = "1", pages = "195--196", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Booch:2007:RWR, author = "Grady Booch", title = "Readn', writ'n, 'rithmetic\ldots{}and code'n", journal = j-SIGCSE, volume = "39", number = "1", pages = "197--197", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227380", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In so many ways, software-intensive systems touch the lives of every individual, corporation, institution, nation, and contemporary civilization. Nonetheless, the gap between the technological haves and have-nots is growing and the gap between academia and the industries that create these software-intensive systems continues to be much lamented. I enter this presentation as one firmly planted in the pragmatic creation and evolution of such systems, and yet look outside industry for sources of state-changing innovation. In this talk, I'll examine the current state of software-intensive systems in the world, the forces that fall upon such systems and the people who develop, deploy, and operate them, and the means whereby we can keep the pipeline of innovation open and the academia/industry dialog vibrant. Along the way, I'll cover little-discussed topics including the moral dimension of software, the appreciation of beauty in software, and the privilege and responsibility of being a software developer.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lau:2007:ALS, author = "Kung-Kiu Lau", title = "Active learning sheets for a beginner's course on reasoning about imperative programs", journal = j-SIGCSE, volume = "39", number = "1", pages = "198--202", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We decided to support active learning on a beginner's course on Reasoning about Imperative Programs because our students find the material challenging. Because of the large class size and resource implications, we opted for a simple approach: the modified lecture format. We devised active learning sheets for use during lectures. Each sheet consisted of short questions which covered the main points of the lecture. Students had to answer the questions during the lectures as they listened. In this paper we describe how we designed the active learning sheets for this particular course, and the students' (positive) response to them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chinn:2007:TWS, author = "Donald Chinn and Kristofer Martin and Catherine Spencer", title = "Treisman workshops and student performance in {CS}", journal = j-SIGCSE, volume = "39", number = "1", pages = "203--207", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Active learning techniques, including collaborative programming and problem solving environments, have been widely adopted by many computer science educators. A related approach is the Treisman model, which was originally designed for the first-year calculus course and involves intensive workshops where students collaborate in small groups to solve problems. We have adapted the model for both the data structures and algorithms courses at our institution. Regression analysis indicates that students who participate in the workshops for the algorithms course perform better (0.561 grade points on a 4-point scale) than those who do not, even after accounting for prior academic performance. However, the workshops appear to have less of an effect on student grades in the data structures course. This study provides evidence that the workshop model can be an effective learning environment for students in courses primarily involving analysis, but that for courses that involve large amounts of programming, further adaptations to the model might be needed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schweitzer:2007:IVA, author = "Dino Schweitzer and Wayne Brown", title = "Interactive visualization for the active learning classroom", journal = j-SIGCSE, volume = "39", number = "1", pages = "208--212", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227384", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Engaging students in the learning process has been shown to be an effective means for education. Several methods have been proposed to achieve this engagement for computer science and other disciplines. Active learning is one such technique that incorporates interactive classroom activities to reinforce concepts and involve the students. Visualizations of computer science concepts such as algorithm animations can be used for these activities. To be most effective in this environment, they need to be designed and used with active learning in mind. This paper describes the design characteristics of such visualizations, ways of using them in the classroom, and our experience with developing and using visualization tools across different courses in the computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Powers:2007:TLG, author = "Kris Powers and Stacey Ecott and Leanne M. Hirshfield", title = "Through the looking glass: teaching {CS0} with {Alice}", journal = j-SIGCSE, volume = "39", number = "1", pages = "213--217", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227386", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This work analyzes the advantages and disadvantages of using the novice programming environment Alice in the CS0 classroom. We consider both general aspects as well as specifics drawn from the authors' experiences using Alice in the classroom over the course of the last academic year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cortina:2007:ICS, author = "Thomas J. Cortina", title = "An introduction to computer science for non-majors using principles of computation", journal = j-SIGCSE, volume = "39", number = "1", pages = "218--222", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, the design and implementation of a novel introductory computer science course for non-majors is presented. This course focuses on the major contributions in computer science from the perspective of the process of computation. This course differs from most introductory courses in computer science in that it does not include programming using a computer programming language. Students focus on algorithms and the principle of computational thinking, and use a flowchart simulator to experiment with various short algorithms and build simple computer games without dealing with programming language syntax. Steadily increasing enrollments and interest from various departments on campus indicate that this course has become a successful addition to our introductory CS offerings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Malan:2007:SBC, author = "David J. Malan and Henry H. Leitner", title = "Scratch for budding computer scientists", journal = j-SIGCSE, volume = "39", number = "1", pages = "223--227", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227388", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Scratch is a ``media-rich programming environment'' recently developed by MIT's Media Lab that ``lets you create your own animations, games, and interactive art.'' Although Scratch is intended to ``enhance the development of technological fluency [among youths] at after-school centers in economically disadvantaged communities,'' we find remarkable potential in this programming environment for higher education as well. We propose Scratch as a first language for first-time programmers in introductory courses, for majors and non-majors alike. Scratch allows students to program with a mouse: programmatic constructs are represented as puzzle pieces that only fit together if ``syntactically'' appropriate. We argue that this environment allows students not only to master programmatic constructs before syntax but also to focus on problems of logic before syntax. We view Scratch as a gateway to languages like Java. To validate our proposal, we recently deployed Scratch for the first time in higher education via harvard Summer School's Computer Science S-1: Great Ideas in Computer Science, the summertime version of a course at harvard College. Our goal was not to improve scores but instead to improve first-time programmers' experiences. We ultimately transitioned to Java, but we first introduced programming itself via Scratch. We present in this paper the results of our trial. We find that, not only did Scratch excite students at a critical time (i.e.,, their first foray into computer science), it also familiarized the inexperienced among th with fundamentals of programming without the distraction of syntax. Moreover, when asked via surveys at term's end to reflect on how their initial experience with Scratch affected their subsequent experience with Java, most students (76\%) felt that Scratch was a positive influence, particularly those without prior background. Those students (16\%) who felt that Scratch was not an influence, positive or negative, all had prior programming experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alphonce:2007:KKE, author = "Carl Alphonce and Michael Caspersen and Adrienne Decker", title = "Killer ``killer examples'' for design patterns", journal = j-SIGCSE, volume = "39", number = "1", pages = "228--232", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227390", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Giving students an appreciation of the benefits of using design patterns and an ability to use them effectively in developing code presents several interesting pedagogical challenges. This paper discusses pedagogical lessons learned at the ``Killer Examples'' for Design Patterns and Objects First series of workshops held at the Object Oriented Programming, Systems, Languages and Applications (OOPSLA) conference over the past four years. It also showcases three ``killer examples'' which can be used to support the teaching of design patterns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gestwicki:2007:CGM, author = "Paul V. Gestwicki", title = "Computer games as motivation for design patterns", journal = j-SIGCSE, volume = "39", number = "1", pages = "233--237", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a computer game case study that can be used to motivate the need for design patterns. Design patterns are often misunderstood, but good examples can motivate students to work at understanding patterns. Computer games are used in many books and online resources to teach programming concepts, but these examples are usually simplified or non-object-oriented. We present a simple game that exhibits functionality found in commercial games (animation, collision detection, etc.) and show how it can be used as a case study for design patterns. Specifically, we illustrate how the state, facade, observer, strategy, and visitor patterns can replace procedural approaches for implementing the logic and animation of game written in Java.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carle:2007:WPP, author = "Andy Carle and Michael Clancy and John Canny", title = "Working with pedagogical patterns in {PACT}: initial applications and observations", journal = j-SIGCSE, volume = "39", number = "1", pages = "238--242", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227392", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present several interesting applications for the Pattern-Annotated Course Tool (PACT) and pedagogical design patterns in the process of curriculum design. PACT is a visual editor in which content designers can create visual representations of their courses and annotate them with references to educational theory in the form of pedagogical patterns. Each usage scenario illustrates the opportunities for learning that PACT, the annotation process, and the artifacts that users create present to experts, novices, and everyone in between. Finally, we take an in-depth look at one ongoing course annotation being crafted by an experienced curriculum designer and examine his interesting findings from the process. An analysis of these discoveries demonstrates the utility of PACT in the curriculum design process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Allen:2007:PLD, author = "Robert B. Allen and David Klappholz and Michael R. Wick and Carol Zander", title = "Programming-lite: a dialog on educating computer science practitioners in a ``flat world''", journal = j-SIGCSE, volume = "39", number = "1", pages = "243--244", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227394", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Forbes:2007:WDT, author = "Jeffrey Forbes and Daniel D. Garcia", title = "``\ldots{}But what do the top-rated schools do?'': a survey of introductory computer science curricula", journal = j-SIGCSE, volume = "39", number = "1", pages = "245--246", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227396", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gabbert:2007:AWN, author = "Paula Gabbert and Barbara Boucher Owens and Bettina Bair and Chris Stephenson and Joanne McGrath Cohoon and Gloria Childress Townsend", title = "{ACM-W}'s new programs for recruiting and retaining women in computing", journal = j-SIGCSE, volume = "39", number = "1", pages = "247--248", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227398", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This special session will provide an overview of the programs that ACM's executive committee on Women in Computing (ACM-W) coordinates for the recruitment and retention of women in computing. The overview will include projects in all areas of ACM-W with special focus on those projects impacting the educational environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sung:2007:EAG, author = "Kelvin Sung and Peter Shirley and Becky Reed Rosenberg", title = "Experiencing aspects of games programming in an introductory computer graphics class", journal = j-SIGCSE, volume = "39", number = "1", pages = "249--253", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227400", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our computer graphics (CG) programming class uses games development as a means to help students understand CG concepts. Many students mistakenly thought this CG class was a games programming class. We present a simple frame-work for discussing games programming classes. Based on the framework, the paper describes our efforts in integrating competencies associated with games programming into our CG programming class. Our results show that the resulting class maintains the integrity of the original CG class while allowing students to develop projects with more interesting games features.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bailey:2007:HET, author = "Mike Bailey and Steve Cunningham", title = "A hands-on environment for teaching {GPU} programming", journal = j-SIGCSE, volume = "39", number = "1", pages = "254--258", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227401", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "GPU programming is fast becoming an essential skill for computer graphics students. It has immediate application in all areas of graphics including science, engineering, art, animation, and gaming. Because it is new, experience with teaching GPU programming is scarce. This paper describes the teaching of a GPU programming course with a hands-on program called glman. glman allows students to create a shader scene description file which not only creates the $3$D scene, but creates an interactive user interface to adjust shader parameters. Our experience in an experimental class taught in Spring 2006 is that glman is flexible enough to demonstrate and experiment with many shader concepts, and creates a fast and fun learning curve for the students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Talton:2007:TGO, author = "Jerry O. Talton and Darren Fitzpatrick", title = "Teaching graphics with the {openGL} shading language", journal = j-SIGCSE, volume = "39", number = "1", pages = "259--263", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227402", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A long-standing difficulty in the development of introductory courses in computer graphics is balancing the educational necessity of ensuring mastery of fundamental graphical concepts with the highly desirable goal of exciting and inspiring students to further study by enabling them to produce visually interesting programming projects. Recently, we have developed a modified curriculum predicated on the extensive integration of the OpenGL Shading Language with a more traditional pedagogical approach. We utilized this curriculum in the quarter-long, upper-division introductory graphics course taught in the Department of Computer Science at the University of California, Santa Cruz. Our experience indicates that making shading an integral part of the entry-level curriculum inculcates students with a comprehensive understanding of the algorithms and mathematical concepts that underlie modern graphical systems, while simultaneously equipping them with the tools necessary to produce complex projects with state-of-the-art technology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergin:2007:DOO, author = "Joe Bergin and Mike Clancy and Don Slater and Michael Goldweber and David B. Levine", title = "Day one of the objects-first first course: what to do", journal = j-SIGCSE, volume = "39", number = "1", pages = "264--265", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227404", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "What should you do on the first day of your objects-first CS1 course? If you have been struggling with beginning an objects first course this special session will give you hints about how to avoid overload and make a smooth and effective start. The presenters are skilled at introducing objects to novices in interesting ways that captures the interest of the students and readies them for programming. These are gentle approaches that present deep ideas to the inexperienced. How can a course be built around objects without information overload? This session will address the opening gambit in this interesting game.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denning:2007:LPP, author = "Tamara Denning and Michael Kelly and David Lindquist and Roshni Malani and William G. Griswold and Beth Simon", title = "Lightweight preliminary peer review: does in-class peer review make sense?", journal = j-SIGCSE, volume = "39", number = "1", pages = "266--270", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227406", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Peer review is widely recognized for advancing student learning, in particular for developing reflective processes like critical thinking. The classroom is ripe for peer review because the subject matter is fresh and in-depth interactivity is possible. Yet the limited time available in class conflicts with peer review's deliberative nature. We hypothesize that peer review --- at least the initial stages of it --- can be supported in the classroom with tools for facilitating the rapid identification of interesting issues for discussion. The potential benefits of such a tool include: furthering the student-focus of in-class active learning activities, further implanting critical analysis skills through frequent in-class use, supporting immediate feedback, and enabling comparison of student and instructor-modeled critical analysis. This paper explores tool support for in-class lightweight preliminary peer-review (LPPR): peer review that is instigated in the classroom, but does not necessarily end there. We proposed that students classify peer solutions in 4 dimensions: correctness, comprehension (e.g., ``do I understand this solution''), worthiness for discussion, and similarity to the evaluator's own solution. We designed an LPPR extension to Ubiquitous Presenter, and then conducted an exploratory study in a mock classroom setting. We found that LPPR can quickly identify a subset of student solutions that warrant immediate discussion, and that modest amounts of reflection arise from the LPPR process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2007:EFP, author = "Stuart Hansen and Erica Eddy", title = "Engagement and frustration in programming projects", journal = j-SIGCSE, volume = "39", number = "1", pages = "271--275", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Attracting and retaining quality students is an ongoing concern in Computer Science. Retention can be enhanced by keeping students engaged in the learning process while preventing them from becoming overly frustrated. While engaging students during class is certainly important, most students spend a significant amount of time working on programming projects outside of class. The goal of this research was to collect and analyze some initial data on how engaging and frustrating our students find our programming projects. During the Spring 2006 semester we surveyed our students after each programming project. This paper presents some initial findings from the surveys and discusses strategies on how to improve our projects based on this feedback.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chen:2007:CCU, author = "Tzu-Yi Chen and Gary Lewandowski and Robert McCartney and Kate Sanders and Beth Simon", title = "Commonsense computing: using student sorting abilities to improve instruction", journal = j-SIGCSE, volume = "39", number = "1", pages = "276--280", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227408", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We examine students' commonsense understanding of computer science concepts before they receive any formal instruction in the field. For this study, we asked students on the first day of a CS1 class to describe in English how they would arrange a set of numbers in ascending, sorted order; we then repeated the experiment asking students to sort a list of dates (in mm/dd/yyyy format).We found that a majority of students described a coherent algorithm; some described versions of insertion or selection sort, but many gave unexpected algorithms. We also found significant differences between responses given for sorting numbers versus dates. Based on our analysis of the data we suggest that beginning-programming instructors more explicitly discuss data types, begin loop instruction with post-test loops, assist students in recognizing implicit conditional and iteration use in natural language solutions to probls, and recognize that novices and experts focus on different aspects of the problem in even basic problem solving tasks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yaverbaum:2007:OBC, author = "Gayle Yaverbaum and Doris Lidtke and Han Reichgelt and Stu Zweben", title = "Outcomes-based computing accreditation: program assessment", journal = j-SIGCSE, volume = "39", number = "1", pages = "281--282", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227410", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{VanBuren:2007:MGM, author = "Brian G. VanBuren and Muhammad Shaaban", title = "{MicroTiger}: a graphical microcode simulator with a reconfigurable datapath", journal = j-SIGCSE, volume = "39", number = "1", pages = "283--287", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227412", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the MicroTiger software that combines a graphical microcode simulator with a reconfigurable data-path. The resulting implemented simulator is able to fill the void in microprogramming tools since there are no graphical microcode simulators that allow such customization of the datapath. The customization of the datapath goes beyond allowing different files specifying the datapath, it allows the datapath to be created and modified using the graphical interface like a circuit editor. In the academic setting, MicroTiger provides easier microcode testing on the instruction level for instructors and provides simulation debugging through code tracing and breakpoints for students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Warford:2007:PPS, author = "J. Stanley Warford and Ryan Okelberry", title = "{Pep8CPU}: a programmable simulator for a central processing unit", journal = j-SIGCSE, volume = "39", number = "1", pages = "288--292", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents a software simulator for a central processing unit. The simulator features two modes of operation. In the first mode, students enter individual control signals for the multiplexers, function controls for the ALU, memory read/write controls, register addresses, and clock pulses for the registers required for a single CPU cycle via a graphical user interface. In the second mode, students write a control sequence in a text window for the cycles necessary to implement a single instruction set architecture (ISA) instruction. The simulator parses the sequence and allows students to single step through its execution showing the color-coded data flow through the CPU. The paper concludes with a description of the use of the software in the Computer Organization course and its availability for download on the Internet.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Birmingham:2007:SDR, author = "William Birmingham and Leah Acker", title = "Software-defined radio for undergraduate projects", journal = j-SIGCSE, volume = "39", number = "1", pages = "293--297", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227414", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Software-defined radio (SDR) is a self-contained, embedded software system with hardware components and real-time constraints. SDR is the basis for many of today's wireless communications systems. Because SDR combines basic digital signal processing, circuitry, and software elements, it is the perfect project for multi-disciplinary, undergraduate teams. This paper explains both the SDR system created by computer science and engineering undergraduates at Grove City College and how SDR projects can help undergraduates acquire the skills to succeed on multidisciplinary teams.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ericson:2007:ISC, author = "Barbara Ericson and Mark Guzdial and Maureen Biggers", title = "Improving secondary {CS} education: progress and problems", journal = j-SIGCSE, volume = "39", number = "1", pages = "298--301", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227416", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Institute for Computing Education (ICE) was created in the spring of 2004. ICE is a partnership between the Georgia Department of Education and the College of Computing at Georgia Tech. The goals for this partnership are to increase the number and quality of computer science teachers and increase the number, quality, and diversity of computer science students. One specific goal is to increase the number of students taking the CS-Advanced Placement (AP) course. In this paper we report on both the progress we have made towards these goals and the problems we have encountered. We hope that other states will create similar partnerships and leverage our experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frost:2007:FGC, author = "Daniel Frost", title = "Fourth grade computer science", journal = j-SIGCSE, volume = "39", number = "1", pages = "302--306", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a module, or sequence of lessons, that has been successfully used to teach basic elements of computer science to fourth grade students. The module was designed to reflect a firm grounding in computer science, to be age-appropriate, to be easily installed in schools, and to support a range of teachers. Over 300 students in grades three through six have taken this module or a related module. The programming language used is a modern variant of Logo called VVLogo, which students access through a Java applet on a web page.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2007:AMS, author = "Joel C. Adams", title = "Alice, middle schoolers \& the imaginary worlds camps", journal = j-SIGCSE, volume = "39", number = "1", pages = "307--311", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227418", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research indicates that (i) many women who take CS1 feel less experienced than (and therefore at a disadvantage to) their male counterparts at computer programming, and that (ii) by the time they reach high school, many young women view computing as ``geeky'' and ``for nerds.'' This paper describes our Imaginary Worlds Camps --- a summer program in which we use Carnegie Mellon's Alice software to address these problems before students reach high school. The preliminary results are quite encouraging.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kessler:2007:ITA, author = "Robert Kessler and Nathan Dykman", title = "Integrating traditional and agile processes in the classroom", journal = j-SIGCSE, volume = "39", number = "1", pages = "312--316", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227420", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching software engineering is difficult because the true benefits of a disciplined software process and the production of significant artifacts are most meaningful when programming-in-the-large, with varying levels of team experience in the context of a professional organization. Using the same techniques when programming-in-the-small can often lead to the students feeling that it is better to not use any process because the effort and tedium of producing artifacts is so great compared with the relatively simple task of writing the code for the target solution. This paper describes our solution, a curriculum that exposes the students to both lightweight traditional and lightweight agile processes. We describe two offerings of the class and conclude from the positive student feedback that we have found the correct balance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reid:2007:DSP, author = "Karen L. Reid and Gregory V. Wilson", title = "{DrProject}: a software project management portal to meet educational needs", journal = j-SIGCSE, volume = "39", number = "1", pages = "317--321", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "DrProject is a web-based software project management portal that integrates revision control, issue tracking, mailing lists, a wiki, and other features. Unlike other such systems, DrProject is specifically tailored to the needs of undergraduate teaching and team programming assignments. We describe the pedagogical motivations for DrProject and our experiences with it to date.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolz:2007:IAP, author = "Ursula Wolz and Sarah Monisha Pulimood", title = "An integrated approach to project management through classic {CS III} and video game development", journal = j-SIGCSE, volume = "39", number = "1", pages = "322--326", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227422", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe how project management and team communication skills are taught and practiced in two experiences. Our CS III course provides a formal introduction and practice in homogeneous small group settings. Our new multidisciplinary yearlong video game course provides extensive practice of these skills through the development of a single deliverable (a video game) produced by a large team (an entire class of approximately 20 students). This model can be extended to other institutions very easily.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holz:2007:SRS, author = "Hilary Holz and Anne Applin and William Joel", title = "Status report of the {SIGCSE} committee on teaching computer science research methods", journal = j-SIGCSE, volume = "39", number = "1", pages = "327--328", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227424", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2007:CCC, author = "Lillian (Boots) Cassel and Andrew McGettrick and Mark Guzdial and Eric Roberts", title = "The current crisis in computing: what are the real issues?", journal = j-SIGCSE, volume = "39", number = "1", pages = "329--330", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Townsend:2007:LCP, author = "Gloria Childress Townsend and Suzanne Menzel and Katie A. Siek", title = "Leveling the {CS1} playing field", journal = j-SIGCSE, volume = "39", number = "1", pages = "331--335", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227428", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper includes several reasons for the underrepresentation of women in computing, and then describes two low-cost project instances that address the reasons for the decline in women's enrollment in computing classes. One project spans seven semesters from fall 2000 to spring 2006 at a small liberal arts school; the other, the spring 2006 semester at a large research institution. Concluding sections provide anecdotal and statistical evidence that the project is successful over two time periods within two diverse schools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murtagh:2007:WCC, author = "Thomas P. Murtagh", title = "Weaving {CS} into {CS1}: a doubly depth-first approach", journal = j-SIGCSE, volume = "39", number = "1", pages = "336--340", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe a new introductory course based on an unusual approach to the development of a breadth-first curriculum. The course focuses on exploring examples that illustrate a broad collection of the facets of computer science, but it draws all of these examples from a single subfield, computer networks. We demonstrate how this approach provides a more coherent educational experience for students while emphasizing the essentials that tie all of the fields of our discipline together.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyer:2007:CSC, author = "Kristy Elizabeth Boyer and Rachael S. Dwight and Carolyn S. Miller and C. Dianne Raubenheimer and Matthias F. Stallmann and Mladen A. Vouk", title = "A case for smaller class size with integrated lab for introductory computer science", journal = j-SIGCSE, volume = "39", number = "1", pages = "341--345", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Prompted by changes in the numbers and demographics of students enrolled and being retained in computer science, the Department of Computer Science at NC State University is revising its undergraduate curriculum to better meet the needs of its students, and increase student attraction and retention. One set of changes concerns introductory computer science courses (CS1). This paper reports on a study conducted to assess the impact of class size and active learning in our CS1 courses. We find that smaller classes with integrated laboratories improve both learning and retention, as well as satisfaction of the students. Among other benefits, we found retention rates in small classes to be about 20\% better than large classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boustedt:2007:ISL, author = "Jonas Boustedt and Robert McCartney and Josh Tenenberg and Titus Winters and Stephen Edwards and Briana B. Morrison and David R. Musicant and Ian Utting and Carol Zander", title = "It seemed like a good idea at the time", journal = j-SIGCSE, volume = "39", number = "1", pages = "346--347", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruhn:2007:MBM, author = "Russel Bruhn and Steven F. Jennings", title = "A multidisciplinary bioinformatics minor", journal = j-SIGCSE, volume = "39", number = "1", pages = "348--352", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Our multidisciplinary approach to a Bioinformatics Minor at the University of Arkansas at Little Rock (UALR) allows students from Information Science, Computer Science, and Biology programs to participate in the growing field of bioinformatics. Two separate tracks allow students to complement the skills that they learn in their majors with skills in either information science or the life sciences. This eighteen credit hour minor begins with all students enrolling in an Introduction to Bioinformatics course that is followed by eleven credit hours of complementary courses. Then, in a final, senior level, survey format Bioinformatics Theory and Applications course, they once again converge to apply their training to a semester-long, multidisciplinary team project. This minor allows students to choose a wide array of careers in the medical and health sciences fields and in the analysis of biological data. It is also an ideal program to prepare the students for graduate programs in bioinformatics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cutter:2007:HBB, author = "Pamela Cutter", title = "Having a {BLAST}: a bioinformatics project in {CS2}", journal = j-SIGCSE, volume = "39", number = "1", pages = "353--357", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "DNA analysis is a subject that is in the news almost every day, whether it be a new advance in medical research, a criminal trial, or some other application. BLAST (Basic Local Alignment Search Tool) is an important tool used by biologists worldwide to compare DNA and protein sequences and to infer functional and evolutionary relationships between them. This paper presents a project for CS2 based on BLAST. The primary goal for this project is to provide an interesting, real-world application that reinforces the data structures and algorithms presented in CS2. This project also demonstrates object-oriented design techniques, and introduces computer science students to the new field of bioinformatics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beck:2007:UIB, author = "Jon Beck and Brent Buckner and Olga Nikolova", title = "Using interdisciplinary bioinformatics undergraduate research to recruit and retain computer science students", journal = j-SIGCSE, volume = "39", number = "1", pages = "358--361", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An interdisciplinary undergraduate research project in bioinformatics, jointly mentored by faculty in computer science and biology, has been developed and is being used to provide top-quality instruction to biology and computer science students. This paper explains the benefits of such a collaboration to computer science students and to the computer science discipline. Specific goals of the project include increased recruitment of students into computer science and increased retention within the discipline. The project is also intended to be particularly attractive to women students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sivilotti:2007:SKL, author = "Paolo A. G. Sivilotti and Scott M. Pike", title = "The suitability of kinesthetic learning activities for teaching distributed algorithms", journal = j-SIGCSE, volume = "39", number = "1", pages = "362--366", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Kinesthetic learning is a process in which students learn by actively carrying out physical activities rather than by passively listening to lectures. Pedagogical research indicates that kinesthetic learning is a fundamental, powerful, and ubiquitous learning style. To date, efforts to incorporate this learning style within the computer science curriculum have focussed on introductory courses. Material in upper-level courses, however, can also benefit from a similar approach. In particular, courses on distributed computing, by the very nature of the material they cover, are uniquely suited to exploiting this learning technique. We have developed and piloted a collection of kinesthetic activities for a senior undergraduate or graduate-level course on distributed systems. We give detailed descriptions of these exercises and discuss factors that contribute to their success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lim:2007:TSR, author = "Darren Lim", title = "Taking students out for a ride: using a board game to teach graph theory", journal = j-SIGCSE, volume = "39", number = "1", pages = "367--371", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes the use of a board game as a device for introducing graph theory to computer science students. By experiencing a hands-on demonstration of graphs, students can better understand the basic principles of graph theory and can better design algorithms and programs which manipulate graph data. The programming assignment tied to the game forces the students to come to grips with the algorithmic aspects of graph theory, including the proper choice of data structures and the implementation of graph algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2007:FFC, author = "Janet Davis and Samuel A. Rebelsky", title = "Food-first computer science: starting the first course right with {PB\&J}", journal = j-SIGCSE, volume = "39", number = "1", pages = "372--376", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We consider in some depth a common exercise for the first session of a typical introductory computer science course: The task of writing instructions to make a peanut butter and jelly sandwich. The exercise, although simple, can engage students and motivate a variety of topics important throughout the semester. We discuss reasons to use such an exercise on the first day of class, present lessons students can learn from the exercise, and give practical advice for the instructor who wishes to make the most of this exercise.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Verno:2007:DRS, author = "Anita Verno and Steve Cooper and Thomas J. Cortina and Barb Ericson and Bill Madden", title = "Developing resources to support a national computer science curriculum for {K}-12", journal = j-SIGCSE, volume = "39", number = "1", pages = "377--378", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This session will continue efforts by the ACM and Computer Science Teachers Association (CSTA) to create a comprehensive body of resources to support the implementation of a national K-12 computer science curriculum. The ACM K-12 Computer Science Curriculum Committee, with input from the Computer Science educational community, published a Model Curriculum [1] in 2003. The Model suggests a four-level curriculum. Level-I topics, primarily for the K-8 years, closely follow the well-defined ISTE Standards [2]. Level-II topics are suggested for all students in grades 9 or 10 and are comprised of introductory computer science content. Level-III topics focus on analysis and design with emphasis on the scientific and engineering aspects of computer science. The Level III course is intended for students who may be interested in continuing their education in computer science at the college level. AP Computer Science and special topics courses comprise Level-4. This special session will focus on the learning objectives and activities for Level III of the K-12 Computer Science Model curriculum. Attendees will be invited to provide critical feedback that will help move the curriculum project forward.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barbosa:2007:MUC, author = "Jorge Barbosa and Rodrigo Hahn and D{\'e}bora N. F. Barbosa and Cl{\'a}udio F. R. Geyer", title = "Mobile and ubiquitous computing in an innovative undergraduate course", journal = j-SIGCSE, volume = "39", number = "1", pages = "379--383", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227444", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The increasing use of mobile devices and the dissemination of wireless networks have stimulated mobile and ubiquitous computing research. In this context, education is being considered one of the main application areas. This paper proposes the use of mobile and ubiquitous computing to support and improve learning in a new kind of academic structure called Undergraduate Course of Reference (nicknamed GRefe). The GRefe was proposed in Unisinos, a university located in south of Brazil. Currently, there are four GRefes. These courses are organized in Learning Programs and Learning Projects. They use a practical and multidisciplinary approach to stimulate the learning. We proposed the use of mobile and ubiquitous computing technology to articulate and improve the academic activities of a specific GRefe called Computer Engineering. We believe that GRefe organization simplified and stimulated the use of these technologies in a learning environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lindquist:2007:EPM, author = "David Lindquist and Tamara Denning and Michael Kelly and Roshni Malani and William G. Griswold and Beth Simon", title = "Exploring the potential of mobile phones for active learning in the classroom", journal = j-SIGCSE, volume = "39", number = "1", pages = "384--388", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research has shown that educational technology can broaden and enhance the use of active learning in large classrooms. An educational technology platform often relies on students to bring laptops or specialized wireless devices like clickers to interact through the system. Mobile phones are an attractive alternative, as most students already possess them, they have more capabilities than dedicated clickers, and yet are small enough to minimize interference with note taking on a classroom desk. This paper presents the design and use of a mobile phone extension to Ubiquitous Presenter, which allows students to submit solutions to active learning exercises in the form of text or photo messages. In an exploratory study, students found that text messaging worked well for exercises with multiple choice or short answers. Entering symbols common to computer science was difficult. Many problems were more suitable to photo messaging of a handwritten answer, although image quality must be managed. The phone's small size left space for the use of a notebook. The students had concerns about the message charges that would accrue in use. In conclusion, we offer recommendations to instructors and system designers interested in leveraging mobile phones to increase communication in the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Malan:2007:PCS, author = "David J. Malan", title = "Podcasting computer science {E}-1", journal = j-SIGCSE, volume = "39", number = "1", pages = "389--393", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In recent months have teachers become publishers of content and students subscribers thereof by way of podcasts, feeds of audio, video, and other content that can be downloaded to clients like iTunes and devices like iPods. In the fall of 2005, we ourselves began to podcast Harvard Extension School's Computer Science E-1 in both audio and video formats, the first course within Harvard University to do so. Our goals were to provide students with more portable access to educational content and to involve them in technology itself. To evaluate this experiment, we have analyzed logs and surveys of students. We find that our students valued E-1's podcast more as a vehicle for review (45\%) than as an alternative to attendance (18\%). We also find that most students (71\%) tended to listen to or watch lectures on their computers, with far fewer relying upon audio-only (19\%) or video (10\%) iPods. We argue, meanwhile, that podcasting, despite its widespread popularity, is but a marginal improvement on trends long in progress. It is this technology's reach that we claim is significant, not the technology itself. Logs suggest that E-1's own podcast, available not only to students but to the public at large, has acquired (as of September 2006) between 6,000 and 10,000 subscribers from over 50 countries. We argue, then, that podcasting offers to extend universities' educational reach more than it offers to improve education itself.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Caristi:2007:AFI, author = "James Caristi and Stephen Cooper and Judy Mullins", title = "{Alice Frenzy}: an interactive group activity", journal = j-SIGCSE, volume = "39", number = "1", pages = "394--394", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Participants will be given 15 minutes of instruction on programming in Alice. Then, working in small groups, participants will attempt to develop a program in 30 minutes from one of several given starting scenarios.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2007:ICF, author = "James P. Cohoon", title = "An introductory course format for promoting diversity and retention", journal = j-SIGCSE, volume = "39", number = "1", pages = "395--399", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227450", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report on a pilot section of an introductory computing course offered at a top tier university through its engineering school. Although targeted for students with no prior programming experience, its goals were same as the goals of the other sections. The course enrolled 43 students. They were 49\% female, 23\% black, and 12\% Hispanic. The demographics are different from the typical 1st year class at the school, which is 26\% female, 6\% black, and 3\% Hispanic. Two important pedagogies differentiated the pilot section from other sections: computer availability at all class meetings and the methodology for selecting motivating examples. A priori only one student in the section intended a computing major, but upon completion the students chose a computing major at a higher rate than the rates for other sections: 19\% versus 13\%. More striking is that 33\% of the pilot section women and 27\% of its minority students chose a computing major. All students completed the course and no student left the school. These outcomes compare favorably to a school course withdrawal rate of 12\% and a school attrition rate of 10\%, a female attrition rate of 12\%, and a minority rate attrition of 25\%.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beck:2007:FWC, author = "Jon Beck", title = "Forming a women's computer science support group", journal = j-SIGCSE, volume = "39", number = "1", pages = "400--404", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It has been demonstrated that an undergraduate women's computer science support group can provide significant benefits to female CS students. It can be difficult for students to establish such a group without institutional support. We successfully established a thriving, self-sustaining support group with a modest initial outlay of time and money. This program serves as a model and template to help other small to mid-sized undergraduate departments accomplish the same.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hoffman:2007:GDT, author = "Mark E. Hoffman and David R. Vance", title = "Gender difference trends in computer literacy of first-year students", journal = j-SIGCSE, volume = "39", number = "1", pages = "405--409", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We administered a computer literacy survey of our incoming, first-year students for the past three years. Our purpose was not to measure application skill levels, but to understand students' perception of their own skills, to identify from whom they learned how to perform a set of technology tasks, and to understand how access to different Internet connection types affects perception and the sources of student technology learning. Over the years, female, first-year students have increased to parity in self-reported skill levels over the set of technology tasks, and report significantly higher skill levels on communications-oriented tasks. Males report significantly higher skill levels on technology-oriented tasks. Our results suggest that adoption of DSL Internet connections by females is contributing to the improvement.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Madigan:2007:GPR, author = "Elinor M. Madigan and Marianne Goodfellow and Jeffrey A. Stone", title = "Gender, perceptions, and reality: technological literacy among first-year students", journal = j-SIGCSE, volume = "39", number = "1", pages = "410--414", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recent studies have found that gender gaps in information and communication technology (ICT) skills exist, despite changing gender role expectations for men and women. In this paper we report on survey results from an ongoing longitudinal study of ICT skills which found that--in general-- first-year students were confident in their ICT skills. However, comparison of student skills in four major technology domain areas indicates that there are differences between the male and female first-year students in levels of confidence. We also report on a second, follow-up study designed to examine the actual ICT skills of the first-year students. This investigation indicates that both male and female students have greater confidence than actual skill. The study also found that both male and female students have approximately the same level of actual ICT skills. These findings suggest that female students, although possessing ICT skills similar to their male counterparts, do not perceive themselves as competent users of technology. These differences in ICT skill confidence have implications for fluency with technology in Acadia as well as the recruitment and retention of women in the Computer and Information Sciences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2007:TPN, author = "Timothy Davis and Robert Geist and Sarah Matzko and James Westall", title = "$ \tau \epsilon \chi \nu \eta $: trial phase for the new curriculum", journal = j-SIGCSE, volume = "39", number = "1", pages = "415--419", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The $ \tau \epsilon \chi \nu \eta $ project, which provides an unusual alternative to the standard design of the computing curriculum for the bachelor's degree in computer science, is now entering full-scale implementation at Clemson University. The approach relies extensively on problem-based instruction, computer graphics, and the notion of cognitive apprenticeship. The novelty arises from the magnitude and origin of the problems to be integrated into the curriculum and the breadth of impact across the curriculum. The first three courses in the new curriculum are now being taught. The design of each course is described, and preliminary assessments from earlier trial sessions of the first two courses are offered.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Furst:2007:THR, author = "Merrick Furst and Charles Isbell and Mark Guzdial", title = "{ThreadsTM}: how to restructure a computer science curriculum for a flat world", journal = j-SIGCSE, volume = "39", number = "1", pages = "420--424", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227456", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In his book The World is Flat, Thomas Friedman convincingly explains the challenges of a global marketplace [4]. One implication is that software development can be out-sourced, as can any narrow, skills-based occupation; however, as Friedman also points out, leadership, innovation, and insight are always in demand. We have recently created and are implementing threadstm, a new structuring principle for computing curricula. Threads provides one clear path for computer scientists seeking to reinvent and re-invigorate computer science degree programs. Threads form a cohesive, coordinated set of contexts for understanding computing. The union of all threads covers the breadth ``computer science.'' The union of any two threads is sufficient to cover a computer science degree. In this paper, we describe Threads, our process, the impact so far, and some of our future plans. We close with recommendations for other schools, especially schools with smaller programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zhang:2007:IAT, author = "Mingrui Zhang and Eugene Lundak and Chi-Cheng Lin and Tim Gegg-Harrison and Joan Francioni", title = "Interdisciplinary application tracks in an undergraduate computer science curriculum", journal = j-SIGCSE, volume = "39", number = "1", pages = "425--429", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Computer Science Department at Winona State University revised its curriculum to include an interdisciplinary approach adapted to the study of computer science. The new curriculum consists of a traditional Computer Science option and an Applied Computer Science option consisting of four separate tracks, namely: bioinformatics, computer information systems, geographic information technology, and human computer interaction. This paper describes the design strategy and implementation plan as well as the content of our multi-track Applied Computer Science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wortman:2007:VTS, author = "Dana Wortman and Penny Rheingans", title = "Visualizing trends in student performance across computer science courses", journal = j-SIGCSE, volume = "39", number = "1", pages = "430--434", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Student retention is an important topic in Computer Science departments across the country. Keeping strong students and helping struggling students perform better are two fundamental components of improving retention. Isolating the cause(s) of students leaving the major is an important area of research. We endeavor to explore this problem using a visualization tool to probe student data within the beginning course sequence in Computer Science. We would like to see what patterns exist amongst students, focusing on success, failure, and repetition patterns throughout the first three courses. Identifying these patterns can help isolate some of the causes of decreased retention within the department, allowing us to address individual projects, courses, or exams that may be causing students exceptional difficulty or loss of interest. Due to the large amount of data and the variety of students' paths through their courses, it is essential that a visualization be developed to represent the data. Using graph layouts, parallel coordinates, color-mapping, and interactive selection, users can explore and query the data. Users can discover patterns within the data by selecting subgroups of students and examining the event sequences to find patterns of success, failure, and repetition amongst those students. Departments can use this information to isolate profiles of students for retention, remediation, and recruitment efforts as well as identify areas of the curriculum or instruction that can be improved.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ruckert:2007:TCC, author = "Martin Ruckert", title = "Teaching compiler construction and language design: making the case for unusual compiler projects with {PostScript} as the target language", journal = j-SIGCSE, volume = "39", number = "1", pages = "435--439", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents an unusual programming language, textttklx, illustrating the type of compiler construction projects the author uses successfully to accompany a mostly traditional lecture on compilers. The target processor of textttklx is the PostScript interpreter, and the paper argues that this is a very good choice. A PostScript interpreter simulates an elegant stack machine with built-in graphic capabilities. It is the perfect target for languages like textttklx, making them easy to implement and fun to use. The exact definition of the source language is an integral part of the student project. The use of non standard languages and a non standard target fosters student creativity in language design and implementation. It invites ``out of the box'' thinking, and prepares the knowledge transfer from the rich tradition of compiler construction to new and forthcoming areas of computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Xu:2007:RMI, author = "Li Xu", title = "{RobotStudio}: a modern {IDE}-based approach to reality computing", journal = j-SIGCSE, volume = "39", number = "1", pages = "440--444", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The recent report by the ACM Job Migration Task Force points to the immediate need to teach ``programming-in-the-large'', the skills to work with and develop large and complex production-grade software and systems, so young computing professionals can stay competitive in the face of IT globalization and offshoring of software [4, 13]. However, current computer science curricula are inadequate to prepare college graduates to meet the reality of computing. Most course projects fall into the ``programming-in-the-small'' mode, in which students implement small, isolated projects to explore the course subject matter and with little emphasis on how the smaller pieces can be integrated to build sophisticated larger scale systems. This paper presents a modern IDE-based approach to address this inadequacy. We develop RobotStudio --- an extensible framework for building IDEs targeting a simple yet versatile educational robot platform. Student projects are implemented as plugin modules of RobotStudio and, when put together, they form a comprehensive IDE for programming the robotic environment. This paper describes the architecture of the RobotStudio framework, its extension mechanisms, and the teaching practice of using RobotStudio in an introductory compiler construction class to illustrate ``programming-in-the-large'' principles.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2007:RIS, author = "Christopher W. Brown and Eric A. Hardisty", title = "{RegeXeX}: an interactive system providing regular expression exercises", journal = j-SIGCSE, volume = "39", number = "1", pages = "445--449", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents RegeXeX (Regular expression exercises), an interactive system for teaching students to write regular expressions. The system poses problems (prose descriptions of languages), students enter solutions (regular expressions defining these languages), and the system provides feedback. What is novel in this system is the type of feedback: students are not merely told that a submitted regular expression is wrong, they are given examples of strings that the expression either matches and shouldn't or does not match and should, and asked to try again. Additionally, student responses need only be equivalent to the solution, not identical. Results of classroom experience with this system are also reported, and demonstrate its effectiveness in teaching students to write regular expressions with little or no instructor interaction. RegeXeX is a freely available, portable system, written in C++ and using the Qt library for its GUI. It is distributed with several exercise sets, but is designed so instructors can easily write their own. The system logs student work and offers facilities for submitting log-files to instructors as well, allowing for automatic grading, or in-depth analysis of student performance and evolution of responses throughout the exercise set.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sigman:2007:ESF, author = "Scott Sigman", title = "Engaging students in formal language theory and theory of computation", journal = j-SIGCSE, volume = "39", number = "1", pages = "450--453", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Engaging and maintaining student engagement with the content of a course in formal language theory and the theory of computation is notoriously difficult. A major factor is student's perception of the relevance of the required mathematical material to computer science as they have studied the discipline. Usually, the mathematical material discourages students and for many it forms an insurmountable barrier. This paper describes the construction of a course using the discovery learning technique known as the Moore Method that directly addresses student engagement with this material. The results of the delivery of this course were that students remained engaged with the course throughout the semester and enthusiastically received the pedagogical approach employed. While the course described was delivered to a small class in a liberal arts college, it may be adapted to larger class sizes and taught in any computer science program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pedroni:2007:OSP, author = "Michela Pedroni and Till Bay and Manuel Oriol and Andreas Pedroni", title = "Open source projects in programming courses", journal = j-SIGCSE, volume = "39", number = "1", pages = "454--458", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the main shortcomings of programming courses is the lack of practice with real-world systs. As a result, students feel unprepared for industry jobs. In parallel, open source software is accepting contributions even from inexperienced programmers and achieves software that competes both in quality and functionality with industrial systs. This article describes: first, a setting in which students were required to contribute to existing open source software; second, the evaluation of this experience using a motivation measuring technique; and third, an analysis of the efficiency and commitment of students over the time. The study shows that students are at first afraid of failing the assignment, but end up having the impression of a greater achievent. It ses also that students are inclined to keep working on the project to which they contributed after the end of the course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Layman:2007:NSM, author = "Lucas Layman and Laurie Williams and Kelli Slaten", title = "Note to self: make assignments meaningful", journal = j-SIGCSE, volume = "39", number = "1", pages = "459--463", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227466", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In addition to ``learning by doing,'' programming assignments and projects are also the mechanism by which students learn about the utility of computer science --- or not. Recent research indicates that the current generation of students is in search of a career with meaning, and women and minorities have long been known to desire careers that help society. In this paper, we provide student testimonials on the importance and benefits of practical and socially-relevant assignments. We then examined approximately 200 first year (CS1) and software engineering assignments at top computer science institutions. Only 34\% of the CS1 projects had a practical or socially-relevant context, 41\% had no context at all, and 15\% were games. For software engineering projects, 62\% were practical or socially-relevant, but still 16\% had no practical context. We recommend that educators, through their assignments, place increased emphasis on demonstrating that computer science can be used to aid society and/or produce products of practical value to society.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurtz:2007:IUS, author = "Barry L. Kurtz and James B. {Fenwick, Jr.} and Christopher C. Ellsworth and Xiaohong Yuan and Adam Steele and Xiaoping Jia", title = "Inter-university software engineering using {Web} services", journal = j-SIGCSE, volume = "39", number = "1", pages = "464--468", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have been funded by the National Science Foundation [6] to investigate the feasibility of distributing large software engineering projects across multiple universities at remote locations. This paper reports on the use of web services to make such inter-university cooperation feasible. The TRavel Itinerary Planner (TRIP), a year long project, was implemented at three universities: Appalachian State University, North Carolina A\&T, and DePaul University. After discussing our methodology based on web services we describe the inter-university cooperation that was achieved on this project. We then describe problems encountered and their solutions and conclude with a brief description of a different project that we will develop during the 2006-2007 academic year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chase:2007:ULP, author = "J. D. Chase and Ed Oakes and Sean Ramsey", title = "Using live projects without pain: the development of the small project support center at Radford University", journal = j-SIGCSE, volume = "39", number = "1", pages = "469--473", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "It is well understood and has been well documented that there is much to gain by using live projects, those that serve a real client with a real problem to solve, in the computer science classroom. However the use of live projects has always come with a variety of obstacles including providing support for the project once it is complete and limiting the scope of a project to the context of a single term. This paper describes the development of the Small Project Support Center at Radford University that has been designed to eliminate these obstacles.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sherrell:2007:NDG, author = "Linda B. Sherrell and Chang Liu and William M. Pottenger and Paul Gross", title = "{NSF-DGE GK-12} teaching fellowships: changing student perceptions about computer science", journal = j-SIGCSE, volume = "39", number = "1", pages = "474--475", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lincke:2007:NSA, author = "Susan J. Lincke", title = "Network security auditing as a community-based learning project", journal = j-SIGCSE, volume = "39", number = "1", pages = "476--480", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Security courses can focus on encryption/authentication algorithm design, attack/defend methodologies, or security techniques. Our goal is to train computer personnel in how to secure networks. What better way than to work with real equipment and real organizations? This course includes a community-based project which involves students auditing part of a syst for local organizations. Auditing is common in industry, and requires students to be well-versed in security techniques, the auditing process, and the application of results. This paper outlines our experiences in bringing community-based audit projects into the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wong:2007:TEV, author = "Ken Wong and Tilman Wolf and Sergey Gorinsky and Jonathan Turner", title = "Teaching experiences with a virtual network laboratory", journal = j-SIGCSE, volume = "39", number = "1", pages = "481--485", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Open Network Laboratory (ONL) is an Internet-accessible virtual laboratory facility that can deliver a high quality laboratory experience in advanced networking [3,7]. Our experience with ONL indicates that it has potential to improve student understanding of fundamental networking concepts and increase enthusiasm for experimentation with complex technology. Furthermore, these benefits can be delivered with less effort from the instructor than using a traditional approach of socket programming and ns-2 simulation exercises. The system is built around a set of high-performance, extendible routers which connect personal computers acting as end systems. Users configure their virtual network through the Remote Laboratory Interface (RLI), an intuitive graphical interface. The RLI's real-time charts and user data facility make it easy to directly view the effect of system parameters on traffic behavior. These features can enhance learning by providing users with multiple representations of network phenomena. We describe how the ONL facilities have improved our ability to meet instructional objectives and discuss some approaches to improving the laboratory experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Du:2007:SSI, author = "Wenliang Du and Zhouxuan Teng and Ronghua Wang", title = "{SEED}: a suite of instructional laboratories for computer {SEcurity EDucation}", journal = j-SIGCSE, volume = "39", number = "1", pages = "486--490", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "To provide students with hands-on exercises in computer security education, we have developed a laboratory environment (SEED) for computer security education. It is based on VMware, Minix, and Linux, all of which are free for educational uses. Based on this environment, we have developed ten labs, covering a wide range of security principles. We have used these labs in our three courses in the last four years. This paper presents our SEED lab environment, SEED labs, and our evaluation results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lancor:2007:UGH, author = "Lisa Lancor and Robert Workman", title = "Using {Google} hacking to enhance defense strategies", journal = j-SIGCSE, volume = "39", number = "1", pages = "491--495", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227475", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper provides a description of how the topic of Google hacking was incorporated into a graduate course on web security which was offered in the Fall of 2005. It begins by providing an overview of Google hacking and describes what it is, how it is used, and most importantly how to defend against it. The paper then describes a series of exercises that students must complete providing them with hands-on Google hacking strategies, techniques and countermeasures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burd:2007:CGC, author = "Bary Burd and John Goulden and Brian Ladd and Michael Rogers and Kris Stewart", title = "Computer games in the classroom, or, how to get perfect attendance, even at 8 {AM}", journal = j-SIGCSE, volume = "39", number = "1", pages = "496--496", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this special session, we will compare and contrast several game engines that have been used in game development courses, and describe our experiences teaching such courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2007:NA, author = "Nick Parlante and John Cigas and Angela B. Shiflet and Raja Sooriamurthi and Mike Clancy and Bob Noonan and David Reed", title = "Nifty assignments", journal = j-SIGCSE, volume = "39", number = "1", pages = "497--498", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227479", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ma:2007:IVM, author = "Linxiao Ma and John Ferguson and Marc Roper and Murray Wood", title = "Investigating the viability of mental models held by novice programmers", journal = j-SIGCSE, volume = "39", number = "1", pages = "499--503", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227481", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes an investigation into the viability of mental models used by novice programmers at the end of a first year Java programming course. The qualitative findings identify the range of mental models of value and reference assignment held by the participants. The quantitative analysis reveals that approximately one third of students held non-viable mental models of value assignment and only 17\% of students held a viable mental model of reference assignment. Further, in terms of a comparison between the participants' mental models and their performance in in-course assessments and final examination, it was found that students with viable mental models performed significantly better than those with non-viable models. These findings are used to propose a more ``constructivist'' approach to teaching programming based on the integration of ``cognitive conflict'' and program visualisation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boustedt:2007:TCC, author = "Jonas Boustedt and Anna Eckerdal and Robert McCartney and Jan Erik Mostr{\"o}m and Mark Ratcliffe and Kate Sanders and Carol Zander", title = "Threshold concepts in computer science: do they exist and are they useful?", journal = j-SIGCSE, volume = "39", number = "1", pages = "504--508", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Yes, and Yes. We are currently undertaking an empirical investigation of ``Threshold Concepts'' in Computer Science, with input from both instructors and students. We have found good empirical evidence that at least two concepts---Object-oriented programming and pointers--are Threshold Concepts, and that there are potentially many more others. In this paper, we present results gathered using various experimental techniques, and discuss how Threshold Concepts can affect the learning process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2007:BCG, author = "Michael R. Wick", title = "Bridging the conceptual gap: assessing the impact on student attitudes toward programming", journal = j-SIGCSE, volume = "39", number = "1", pages = "509--513", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227483", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe an experiment designed to test the effect of a novel first day lecture on student attitudes toward programming. The lecture does not require any knowledge of a specific language or a specific paradigm. Student evaluation surveys indicate that the lecture is effective at helping students to see programming as more than the simple creation of an artifact but rather as a systematic problem-solving process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tenenberg:2007:ODC, author = "Josh Tenenberg and Sally Fincher", title = "Opening the door of the computer science classroom: the disciplinary commons", journal = j-SIGCSE, volume = "39", number = "1", pages = "514--518", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227484", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Disciplinary Commons project had two primary objectives: to document and share knowledge about teaching and student learning in Computer Science (CS) classrooms, and to establish practices for the scholarship of teaching by making it public, peer-reviewed, and amenable for future use and development by other educators. The mechanism for achieving these goals was through a series of monthly meetings involving Computer Science faculty, one cohort of ten CS faculty in the US and one cohort of twenty in the UK. Meetings were focused on the teaching and learning within participants' classrooms, with each person documenting their teaching in a course portfolio. Surveyed on completing the project, participants discussed the value of the Disciplinary Commons in providing the time and structure to systematically reflect upon their practice, to exchange concrete ideas for teaching their courses with other CS educators in the discipline, to learn skills that apply directly to course and program evaluation, and to meet colleagues teaching CS at other institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2007:COP, author = "Lillian N. Cassel and Robert H. Sloan and Gordon Davies and Heikki Topi and Andrew McGettrick", title = "The computing ontology project: the computing education application", journal = j-SIGCSE, volume = "39", number = "1", pages = "519--520", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227486", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Roberts:2007:RAP, author = "Eric Roberts", title = "Resurrecting the applet paradigm", journal = j-SIGCSE, volume = "39", number = "1", pages = "521--525", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Since the introduction of Java in 1995, educators have recognized the potential of Java applets as an educational resource. Sadly, the continuing evolution of Java has made it harder to use applets, largely because it is so difficult to keep those applets compatible with the many different versions of the Java runtime environment supported by existing browsers. Over the past two years, the ACM Java Task Force (JTF) has developed an effective strategy that makes it possible to write applets using up-to-date versions of Java that will nonetheless run on browsers that support only the JDK 1.1 environment. This paper describes the acm11.jar library, which uses this strategy to achieve the desired backward compatibility. It also describes a more general solution strategy for which we have a prototype, although we are unable to release the prototype until we get permission from Sun Microsystems. The acm11.jar library can be used with any Java applet and does not depend on adopting the JTF library packages. That library therefore represents a general resource for teachers and students who want to write Java code that runs in web environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murtagh:2007:SBV, author = "Thomas P. Murtagh", title = "{Squint}: barely visible library support for {CS1}", journal = j-SIGCSE, volume = "39", number = "1", pages = "526--530", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227489", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Squint is a Java library developed to support the use of event-driven programming and network applications in programming examples for a CS1 curriculum. We present the design of the library, emphasizing techniques employed to minimize the effort students expend learning features specific to the library. We also compare Squint to an established library that supports event-driven programming in CS1, emphasizing ways in which the two libraries support similar pedagogical approaches.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Woodley:2007:PSC, author = "Michael Woodley and Samuel N. Kamin", title = "Programming studio: a course for improving programming skills in undergraduates", journal = j-SIGCSE, volume = "39", number = "1", pages = "531--535", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Even after taking numerous programming courses, many students have poor programming skills. This is a problem not only in their post-graduation employment, but even in the higher-level Computer Science courses, where large programs are routinely assigned. Yet, teaching programming skills is expensive; like teaching writing, it can only be accomplished by a repeated cycle of writing, getting informed feedback, and rewriting. In this paper, we describe a computer science course designed around the concept of a studio course like those used in art and architecture. Its key elements are practice, public presentation, and review by peers in a small group. We discuss our experience in teaching the course for two years. We believe this course can be replicated and taught, at reasonable cost, even in large CS departments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Robbins:2007:JES, author = "Steven Robbins", title = "A {Java} execution simulator", journal = j-SIGCSE, volume = "39", number = "1", pages = "536--540", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227491", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper describes JES, a Java Execution Simulator that allows users to explore how a Java program executes. This interactive simulator displays a representation of a Java program and animates the running of the program. Instructors can use JES to demonstrate how data is moved when variables are assigned, when parameters are passed, and when values are returned by a method. JES is useful for comparing how primitive and object values are manipulated. The simulator also demonstrates scope rules, object creation, inheritance and polymorphism. While the simulator only supports variables of type double and object and does not support conditionals or looping, it allows users to write general Java programs that might be used as examples in the first weeks of a CS 1 course. JES also has support for arrays of doubles and objects. The simulator is written in Java and can be run as an application or an applet. Support for the simulator includes a simple mechanism for quickly running the simulator on a program developed with a standard Java development system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosmaita:2007:MSL, author = "Brian J. Rosmaita", title = "Making service learning accessible to computer scientists", journal = j-SIGCSE, volume = "39", number = "1", pages = "541--545", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Service learning can play an important role in computer science education: it can address declining enrollments and increase current student satisfaction. Although computer science poses some serious problems for effectively implementing service learning, these can be surmounted by reconfiguring a course to include a substantial treatment of accessibility. I describe such a course, explain how it overcomes the problems, and discuss the results of the course from a student perspective.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2007:GEC, author = "J. McGrath Cohoon", title = "Gendered experiences of computing graduate programs", journal = j-SIGCSE, volume = "39", number = "1", pages = "546--550", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227494", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This investigation of gendered experiences in computer science and computer engineering (CSE) doctoral programs uses survey data from a nationwide stratified random sample. Analyses of data from 41 departments show that women CSE doctoral students have less confidence than men students that they can achieve their educational goals. Moreover, women's confidence is significantly affected by their comfort asking questions in class, which is in turn affected by faculty beliefs about the relationship between diversity and student quality. Program rank also has a negative effect on confidence, but affects men and women similarly.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ellis:2007:CHO, author = "Heidi J. C. Ellis and Ralph A. Morelli and Trishan R. de Lanerolle and Jonathan Damon and Jonathan Raye", title = "Can humanitarian open-source software development draw new students to {CS?}", journal = j-SIGCSE, volume = "39", number = "1", pages = "551--555", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present an example humanitarian open-source software project that has been used since January 2006 at a small liberal-arts college as an experiment in undergraduate CS education. Sahana (Sinhalese for relief) is a free and open-source disaster management system developed in Sri Lanka by a group of IT professionals following the 2004 Asian tsunami. It is a web-based tool that addresses the IT coordination problems that typically occur in trying to recover from a large-scale disaster. We are currently exploring the wider use of Sahana as a sustainable model and platform for teaching about open-source software development while at the same time allowing CS students and educators to make a socially useful contribution of their time, effort, and expertise. This paper presents our experiences with Sahana including the benefits for both academia and industry.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Purewal:2007:ESR, author = "Tarsem S. {Purewal, Jr.} and Chris Bennett and Frederick Maier", title = "Embracing the social relevance: computing, ethics and the community", journal = j-SIGCSE, volume = "39", number = "1", pages = "556--560", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227496", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We propose the integration of service-learning into the early undergraduate computer science curriculum by way of a course on computing, ethics and society. We believe that such a course will fill a common gap in computer science and can be used to draw smart, motivated students to the discipline by embracing its social relevance. Additionally, we outline a particular service-learning project that can be undertaken by students in the course--initiating a community computer recycling program. We describe the successful implementation of such a recycling program and describe some logistical issues that may arise in organizing such a program in a service-learning course. We believe that a student-implemented community outreach project such as this can alter the public's perception of computer science and will assist in reversing the trend of declining undergraduate enrollment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sciore:2007:SSJ, author = "Edward Sciore", title = "{SimpleDB}: a simple {Java}-based multiuser syst for teaching database internals", journal = j-SIGCSE, volume = "39", number = "1", pages = "561--565", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227498", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we examine the probl of how to give hands-on assignments in a database syst internals course. We argue that current approaches are inadequate, either because they are not sufficiently comprehensive or because they require using software that has a steep learning curve. We then describe SimpleDB, which is software written expressly for such a course. SimpleDB is a database syst in the spirit of Minibase. Unlike Minibase, however, it supports multiple users and transactions via JDBC, and its code is easy to read and modify. We then describe a course that we teach using SimpleDB, and discuss the educational benefits resulting from it.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liu:2007:BFS, author = "Haifeng Liu and Xianglan Chen and Yuchang Gong", title = "{BabyOS}: a fresh start", journal = j-SIGCSE, volume = "39", number = "1", pages = "566--570", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227499", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we present BabyOS, a compact educational kernel designed to facilitate the preliminary learning of operating systs. It is an in-memory syst running on real hardware, with a multi-phase project covering concurrency, scheduling, inter-process communication, memory management, and networking. Compared with other educational operating systs, BabyOS is a nontraditional project frame; an important distinction lies in that it reflects some design ideas in bedded operating systs. In this way, BabyOS provides a complementary approach to educational operating system projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pheatt:2007:EUD, author = "Chuck Pheatt", title = "An easy to use distributed computing framework", journal = j-SIGCSE, volume = "39", number = "1", pages = "571--575", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227500", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper introduces a client-server suite, which provides a readily configurable and simple to use network distributed computing framework. The suite will allow users to easily operate a distributed computing environment and solve real probls with a hybrid peer-to-peer (P2P) grid. This tool is most useful in a pedagogical setting such as an introductory computing course or as an adjunct to a computationally intensive course that addresses parallel computing issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Border:2007:DDM, author = "Charles Border", title = "The development and deployment of a multi-user, remote access virtualization system for networking, security, and system administration classes", journal = j-SIGCSE, volume = "39", number = "1", pages = "576--580", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227501", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We have combined four industry standard technologies to create a flexible, modular and easily extensible virtual server environment for both distance and local students to use in our networking, security, and system administration classes. By combining the remote access technologies of Remote Desktop, the multi-user capabilities of Microsoft Terminal Services, the ability to share sessions of Remote Assistance, and the ability to manipulate virtual machines and virtual networks using VMware Workstation, the Remote Laboratory Emulation System (RLES) allows students to conduct labs very similar to our local labs from either inside or outside our lab facility. While other people have been experimenting with various combinations of these technologies we have aggressively developed and implemented this system and feel that it has become a very important tool in our ability to cost-effectively provide computing infrastructure for local and distant students, and student and faculty research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schaeffer:2007:GCP, author = "Jonathan Schaeffer", title = "The games computers play\ldots{}: perfectly", journal = j-SIGCSE, volume = "39", number = "1", pages = "581--581", month = mar, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1227504.1227503", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:32 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Artificial intelligence has had notable success in building high-performance game-playing programs to compete against the best human players; Deep Blue is the obvious example, but there are many more. However, the availability of fast and plentiful machines with large memories and disks creates the possibility of solving a game. This has been done before for simple or relatively small games. Checkers is a popular game of skill with a search space of 5x10$^{20}$ possible positions. Within a year, checkers will be solved; our program will never lose (assuming that perfect-play checkers is a draw, as seems likely). But getting from the idea of solving checkers to the final result, well, thereby hangs a tale.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2007:LTE, author = "C. Dianne Martin", title = "Leadership, teamwork, and ethics in the development of {IT} professionals", journal = j-SIGCSE, volume = "39", number = "2", pages = "8--9", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272850", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Martin07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Increasingly universities are placing student leadership as a central goal for education. Many seminal texts on leadership focus attention on the moral and transformative qualities of leadership, encouraging universities to become a site for leadership development. One way to operationalize this is for leadership development to become an integral part of the learning outcomes of the curricula within the student's major. In the context of the IT majors, such as computer science, information science, and information technology, the definition of leadership can be incorporated with the desired outcomes of teamwork and professionalism. Thus, the development of leadership capacity is combined with the development of high standards of professionalism and the ability to work well on teams in a variety of roles.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2007:CRT, author = "Tony Clear", title = "Computing relationships: transactional algorithms yield to social networks", journal = j-SIGCSE, volume = "39", number = "2", pages = "9--10", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272852", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Clear07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "I had a bad email day on October 10 last year. First, a colleague in the States copied me on a response to an email he had just received for a meeting scheduled in New Zealand over a month earlier. The email seemed to have been filtered out by his university's email filter somehow, even though he and my local colleague who originated the email had been in regular contact for some time. The accompanying message read ``The sender is not authorized to send to the destination. This can be the result of per host or per recipient filtering''. Then I received notification that an email I had sent to Finland some five days earlier had not been received, with the message ``Recipient address rejected: Greylisted for 60 seconds (see http:www.joensuu.fi/atteskus/ohjeet/postgrey.html)''\ldots{}Mes sage could not be delivered for 5 days Message will be deleted from queue``. Next came a warning on a message I had sent to Sweden ''recipient address rejected: Greylisting in action, please try later\ldots{} Warning message still undelivered after 4 hours. Will keep trying until message is 5 days old``. Well I know that New Zealand is small and far from many other countries, but the thought that we had been globally blacklisted began to enter my mind. Paranoia was setting in\ldots{}", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Topi:2007:RUM, author = "Heikki Topi", title = "Revising the {IS} undergraduate model curriculum", journal = j-SIGCSE, volume = "39", number = "2", pages = "10--11", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272854", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Topi07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Writing my first inroads IS Education column requires stepping into big shoes. I take this opportunity to thank my mentor, friend, and colleague, Dr. John T. Gorgone, for the excellent work he has done with this column to keep the broader computing community aware of the events and issues under discussion in IS education, to promote new initiatives, and to form connections between IS and other computing disciplines. I am looking forward to building on the strong foundation his work has formed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2007:SET, author = "Raymond Lister", title = "Strangers, enemies, terms and taxonomies", journal = j-SIGCSE, volume = "39", number = "2", pages = "12--13", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272856", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lister07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "It may be apocryphal, but I have been told that in some spoken languages the word for ``stranger'' is also the word for ``enemy'' --- to fail to make such a distinction must constrain one's behavior toward strangers. Likewise, our thinking on educational issues is constrained when we unaware of important distinctions. In the following paragraphs, I provide a potpourri of some my favorite terms and taxonomies that make important educational distinctions. I make no claim that these are the most useful distinctions. Instead, I merely seek to illustrate the importance of making distinctions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2007:RCW, author = "Henry MacKay Walker", title = "Reading and class work", journal = j-SIGCSE, volume = "39", number = "2", pages = "13--14", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272858", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Walker07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Many years ago, I heard jokes about faculty transcribing material from a textbook onto the blackboard, students transcribing the board material into their notes, and the content going through the brains of neither.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Campbell:2007:RH, author = "Robert D. Campbell", title = "Reflections on a history", journal = j-SIGCSE, volume = "39", number = "2", pages = "15--15", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272860", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Campbell07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "After working in the two-year college environment for twenty-nine years, I've now relocated to The Graduate Center of the City University of New York, and so this will be my last column as Chair of the ACM Two-Year College Education Committee. It's more than fitting to use this opportunity to reflect on the auspicious history of this Committee.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eshet:2007:TOS, author = "Yoram Eshet", title = "Teaching online: survival skills for the effective teacher", journal = j-SIGCSE, volume = "39", number = "2", pages = "16--18", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272862", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Eshet07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The rapid infiltration of instructional technologies into educational systems and corporations, confront teachers, trainers and instructors with situations that require the utilization of an ever-growing assortment of technical, cognitive, and sociological skills that are necessary in order to perform effectively in digital environments. These skills are termed collectively 'digital literacy'. However, unlike the common attitude towards digital literacy in most studies of instructional technologies, it is more than just the technical ability to use digital devices properly. Digital literacy comprises a variety of cognitive skills that are utilized when teaching or learning at a distance, such as the ability to divide attention between students in an online lecture, the ability to teach effectively in a non-linear environment, and the ability decipher information from visual representations, as in user interfaces. In fact, digital literacy has become today a ``survival skill'' for present-days teachers that use technology for instruction; a key that helps them to employ successfully complex instructional strategies in their teaching.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2007:IEA, author = "A. Joe Turner", title = "{IFIP} educational activities", journal = j-SIGCSE, volume = "39", number = "2", pages = "18--19", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272864", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Turner07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This is the second in a series of columns about IFIP, the International Federation for Information Processing. In the previous (December 2006) column, we discussed the general organization and scope of IFIP. IFIP's members are computing societies, one per country except for the USA, where both ACM and the IEEE Computer Society are members.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2007:CAS, author = "Owen L. Astrachan", title = "Cutting apron strings", journal = j-SIGCSE, volume = "39", number = "2", pages = "19--20", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272866", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Astrachan07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Moore's law tells us there has been more than a thousand-fold increase in computing power in the last twenty years. Most of us likely search our library and (without too much exaggeration) the world while we sit in a chair and type. The Human Genome Project and the Sloan Digital Sky Survey are using the fruits of computer science to map the genome and the universe. The open source development model has transformed software development, commerce, and science. Many of us argue the merits of emacs compared to v1, why objects-first has failed, and whether induction should precede recursion. Something is wrong with this picture.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2007:WCD, author = "Lisa C. Kaczmarczyk", title = "We can do interdisciplinarity", journal = j-SIGCSE, volume = "39", number = "2", pages = "20--21", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272868", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Kaczmarczyk07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The year 2006 witnessed an unexpected milestone in my life: my first encounter with Poison Ivy. Not that I had never seen nor touched the infamous Rhus radicans before. Quite the contrary. A committed nature lover since birth, I have spent around four decades gloriously bushwhacking, tree hugging, dirt digging, bug chasing, rock clambering, and animal tracking. My body has suffered many indignities with aplomb. In each of these situations, I have watched with rapt attention the scientific processes at work: the sucking sounds as tweezers pull each cactus spine from my leg; the predictable trajectory of chigger blisters aiming towards their rendezvous on my toe with a fire-ant bite.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2007:NAC, author = "Jeffrey L. Popyack", title = "New alliances and continuing excellence", journal = j-SIGCSE, volume = "39", number = "2", pages = "21--23", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272870", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Popyack07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Greetings, and welcome again to Upsilon Pi Epsilon (UPE), the International Honor Society for the Computing and Information Disciplines. This year has seen some revisions in operating procedures, along with new chapters, a new alliance, and another bumper crop of awards to deserving students. Probably the most exciting of our changes is the hope of bringing a regular presence to the SIGCSE winter meeting. When the ACM Computer Science Conference (CSC) ceased its annual operation a decade ago, it left the International Computer Programming Contest (ICPC) and UPE National Meeting without a home. For many reasons, largely fiscal matters and UPE's role in founding the ICPC, the National Meeting has followed the ICPC. Unfortunately, with SIGCSE and ICPC strong enough to stand on their own without the former ``Computing Week'' umbrella, these activities eventually diverged, leaving us with very little connection to SIGCSE aside from an occasional booth, and of course this column. Fortunately, we are planning to test the waters at SIGCSE 2008, which should bring us together with our most natural constituency, computer science educators. See you there!", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2007:RTD, author = "Peter B. Henderson", title = "Reflections on teaching discrete math for the first time", journal = j-SIGCSE, volume = "39", number = "2", pages = "24--24", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272872", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Henderson07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "You may recall that the guest authors for the last Math CountS column were Rachelle DeCoste and Kevin L. Huggins, United States Military Academy at West Point. Rachelle and Kevin were each teaching, for the first time, a section of discrete mathematics for cadets majoring in computer science. Their contribution, ``Teaching Discrete Math for the First Time'' described their thoughts and methods of preparing to teach this course for the Fall 2006 team. That was to be the first of two columns they will be contributing --- before and after. Well, the ``after'' column was a bit longer than anticipated, so they have submitted it as a regular SIGCSE inroads paper entitled ``Reflections on Teaching Discrete Math for the First Time''. Please look for it in this issue, and I hope you will take some time to read the article. You will find it very interesting and informative.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2007:DA, author = "David Ginat", title = "Domino arrangements", journal = j-SIGCSE, volume = "39", number = "2", pages = "24--25", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272874", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Ginat07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The current issue's new challenge involves the development of elegant recursive formulas. Recursive formulation requires the specification of a task instance by smaller task instances. Suitable and insightful points of view may yield elegant and concise specifications. The challenge requires such points of view, in three levels of difficulty.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2007:NR, author = "Nick Parlante", title = "Nifty reflections", journal = j-SIGCSE, volume = "39", number = "2", pages = "25--26", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272876", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Parlante07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Nifty Assignments are nice and everything, but it's natural to wonder: Where are Nifty Assignments weakest?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huggins:2007:RTD, author = "Kevin L. Huggins and Rachelle DeCoste", title = "Reflections on teaching discrete math for the first time", journal = j-SIGCSE, volume = "39", number = "2", pages = "28--31", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272878", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#HugginsD07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Teaching a class for the first time is always a challenge. Add to the new experience a team-teaching approach and a professor teaching outside of his comfort zone, and things get even more complicated. In this article we evaluate our team-teaching of Discrete Math to computer science majors at the United States Military Academy. We share the aspects of the course that we think were successful as well as those that we would alter the next time around. This article should help any instructor as he/she prepares to teach a new course, particularly one in discrete mathematics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bennedsen:2007:FRI, author = "Jens Bennedsen and Michael E. Caspersen", title = "Failure rates in introductory programming", journal = j-SIGCSE, volume = "39", number = "2", pages = "32--36", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272879", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#BennedsenC07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "It is a common conception that CS1 is a very difficult course and that failure rates are high. However, until now there has only been anecdotal evidence for this claim. This article reports on a survey among institutions around the world regarding failure rates in introductory programming courses. The article describes the design of the survey and the results. The number of institutions answering the call for data was unfortunately rather low, so it is difficult to make firm conclusions. It is our hope that this article can be the starting point for a systematic collection of data in order to find solid proof of the actual failure and pass rates of CS1.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2007:ABA, author = "Clayton Lewis", title = "Attitudes and beliefs about computer science among students and faculty", journal = j-SIGCSE, volume = "39", number = "2", pages = "37--41", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272880", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lewis07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "What students think about a discipline --- its structure, usefulness, and how it can be learned --- plays an important role in shaping how they approach it. Just as faculty aim to have students learn the facts and skills of a discipline, so they may also want to shape students' beliefs and attitudes. This study reports the attitudes of undergraduate computer science students early and late in the curriculum, and compares them with the beliefs and attitudes of faculty in the same department. The results show where students think what faculty would like them to think, where they do not, and whether there is evidence that senior students agree more or less with faculty than do students in introductory courses. The results can guide curricular improvements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stone:2007:IRW, author = "Jeffrey A. Stone and Elinor M. Madigan", title = "Integrating reflective writing in {CS\slash IS}", journal = j-SIGCSE, volume = "39", number = "2", pages = "42--45", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272881", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#StoneM07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The ability to communicate effectively is a critical attribute for graduates of CS/IS programs. A challenge for CS/IS educators is how best to create experiential learning activities for students that allow for enhanced learning outcomes. In this paper we summarize a set of experiential learning activities coupled with the use of reflective writing. These activities are designed to build cognitive connections between academic theory and real-world applications. Sample experiences for both the freshmen and upper division levels are described, as well as discussion of and the results obtained from reflective writing activities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Solomon:2007:PSC, author = "Justin Solomon", title = "Putting the science into computer science: treating introductory computer science as the study of algorithms", journal = j-SIGCSE, volume = "39", number = "2", pages = "46--49", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272882", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Solomon07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper describes why the study of algorithms should be a fundamental component of the standard introductory computer science (CS) curriculum. By shifting the focus of basic CS classes from implementation to concept, educators can greatly enhance student understanding and course relevance despite rapidly-changing paradigms, technologies, and programming languages. Teaching algorithms also encourages the development of other more generalized skills, including the scientific method, problem-solving, modeling, and technical communication.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Piattini:2007:ACQ, author = "Mario Piattini and F{\'e}lix Garc{\'\i}a", title = "Adapting the course ``quality of information systems'' to {E.H.E.A.} guidelines", journal = j-SIGCSE, volume = "39", number = "2", pages = "50--53", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272883", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#PiattiniG07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Currently, organizations depend increasingly on the quality of information systems (IS) for the achieving of their main strategic goals. This is the driving force behind providing Computer engineers with the necessary training. We present some ideas and experiences about how the teaching of the course Information System Quality, which belongs to the 5$^{th}$ year of MSc degree in Computer Science, has been adjusted and adapted so as to comply with the directives of the European Higher Education Area (EHEA). Important lessons and points to consider in the future have come about from the above.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edmondson:2007:HFP, author = "Carol Edmondson", title = "How to fail a programming assignment", journal = j-SIGCSE, volume = "39", number = "2", pages = "54--56", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272884", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Edmondson07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Computer programming courses at university usually require students to undertake assignments which involve the submission of a working program by a particular date. Each semester, for a variety of reasons, some students fail these programming assignments. This paper uses humour to illuminate some of the unsuccessful approaches to programming assignments taken by some of the computing students whom the author has taught.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Traver:2007:CUC, author = "V. Javier Traver", title = "Can user-centered interface design be applied to education?", journal = j-SIGCSE, volume = "39", number = "2", pages = "57--61", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272885", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Traver07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The principles behind the discipline of Human-Computer Interaction (HCI) may have applications well beyond the design of artifacts or their interfaces. We argue that the philosophy (and practice) of user-centered design (UCD) can (and should) pervade most human activities. Indeed, not only human-computer (and computer-mediated human communication) but also human-human communication may benefit from this perspective. In this paper we are particularly concerned with the application of UCD to the educational setting. The novel view in this work is that formal teaching and learning (of anything, at any level), might be improved if instructional design, in analogy to the usual interface design, is student-centered. The brief, but illustrative, experience of the author in an HCI course for university computer-science students is at the core motivation of this reflective work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Preston:2007:BLI, author = "Christina Preston", title = "Braided learning: investigating an emerging model of online professional debate between international educators", journal = j-SIGCSE, volume = "39", number = "2", pages = "62--64", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272886", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Preston07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This short paper highlights some of the features of online debate in an established international e-community of practice, The MirandaNet Fellowship. The debate started by an ICT co-coordinator who requested members online to send evidence within twenty-four hours that will prevent his head from banning social software on the school network. Salient features of this braided text include the variety of participant perspectives, the range of responses from different cultures, the pragmatic experience expressed and the demands for action. In the future, wikis might provide the best environment for deeper online collaboration.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stolin:2007:SUC, author = "Yuila Stolin and Orit Hazzan", title = "Students' understanding of computer science soft ideas: the case of programming paradigm", journal = j-SIGCSE, volume = "39", number = "2", pages = "65--69", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272887", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#StolinH07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The article presents a research that focused on how the concept programming paradigm is understood in general, and on the understanding of the following three programming paradigms, in particular: functional, procedural, and object-oriented. The research population included seventeen prospective computer science teachers who were participating in a ``Programming Paradigms'' course. Research observations are organized within a framework that categorizes students' thinking about the concept of programming paradigm in three levels of abstraction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dionisio:2007:OSS, author = "John David N. Dionisio and Caskey L. Dickson and Stephanie E. August and Philip M. Dorin and Ray Toal", title = "An open source software culture in the undergraduate computer science curriculum", journal = j-SIGCSE, volume = "39", number = "2", pages = "70--74", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272888", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#DionisioDADT07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Open source software has made inroads into mainstream computing where it was once the territory of software altruists, and the open source culture of technological collegiality and accountability may benefit education as well as industry. This paper describes the Recourse project, which seeks to transform the computer science undergraduate curriculum through teaching methods based on open source principles, values, ethics, and tools. Recourse differs from similar projects by bringing the open source culture into the curriculum comprehensively, systematically, and institutionally. The current state of the project is described, and initial results from a pilot exercise are presented.$^{(1)}$", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rafieymehr:2007:JVD, author = "Ali Rafieymehr and Richard McKeever", title = "{Java} visual debugger", journal = j-SIGCSE, volume = "39", number = "2", pages = "75--79", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272889", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#RafieymehrM07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "We have developed a visual debugger for Java programs (JVD) that makes use of smooth continuous graphical animation and runtime state history retention to display program state during execution, in order to consider the viability of this approach in the context of both software engineering and computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sattar:2007:DCJ, author = "Abdul Sattar and Torben Lorenzen", title = "Develop a compiler in {Java} for a compiler design course", journal = j-SIGCSE, volume = "39", number = "2", pages = "80--82", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272890", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SattarL07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The authors' Compiler Design course at Bridgewater State College implemented a translator for a small language using Java. The project was broken into five assignments that included a language definition, extension of this language, a lexical analyzer, a recursive descent parser, and finally a code generator that generated Jasmin assembly language code for the JVM (Java Virtual Machine).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dorin:2007:LR, author = "Philip M. Dorin", title = "Laboratory redux", journal = j-SIGCSE, volume = "39", number = "2", pages = "84--87", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272891", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Dorin07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This article updates our earlier experiences with a Programming Laboratory. It appears between an introductory programming course and a two-semester sophomore sequence in data structures and algorithms. Although it was once organized around the notion of algorithm paradigms (with Ada as the implementation language), it has de-volved into a course that stresses fundamentals of programming (with Java as our programming language). Classes and objects, and the design and implementation of unit tests, are now considered to be part of the basic repertoire, and they receive significant attention in the new format.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sarkar:2007:LCP, author = "Nurul I. Sarkar and Trevor M. Craig", title = "A low-cost {PIC} unit for teaching computer hardware fundamentals to undergraduates", journal = j-SIGCSE, volume = "39", number = "2", pages = "88--91", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272892", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SarkarC07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper describes a low-cost PIC16F84-based system suitable for classroom demonstrations and laboratory projects in undergraduate computer hardware courses. The effectiveness of this system as an aid to student learning and comprehension is also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dairaine:2007:IRE, author = "Laurent Dairaine and Guillaume Jourjon and Emmanuel Lochin and Sebastien Ardon", title = "{IREEL}: remote experimentation with real protocols and applications over an emulated network", journal = j-SIGCSE, volume = "39", number = "2", pages = "92--96", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#DairaineJLA07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper presents a novel e-learning platform called IREEL. IREEL is a virtual laboratory allowing students to drive experiments with real Internet applications and end-to-end protocols in the context of networking courses. This platform consists in a remote network emulator offering a set of pre-defined applications and protocol mechanisms. Experimenters configure and control the emulation and the end-systems behavior in order to perform tests, measurements, and observations on protocols or applications operating under controlled specific networking conditions. A set of end-to-end mechanisms, mainly focusing on transport and application-level protocols, are currently available. IREEL is scalable and easy to use thanks to an ergonomic web interface.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alhalabi:2007:SER, author = "Wadee S. Alhalabi and Miroslav Kubat and Moiez A. Tapia", title = "Search engine ranking efficiency evaluation tool", journal = j-SIGCSE, volume = "39", number = "2", pages = "97--101", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272894", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#AlhalabiKT07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In view of the recent progress in the field of internet search engines, there is a growing need for mechanisms to evaluate the performance of these useful and popular tools. So far, the vast majority of researchers have relied on the information-retrieval metrics of ``precision'' and ``recall'' that quantify the occurrence of ``hits'' and ``misses'' in the returned list of documents. What they fail to do is to measure the quality of the ranking that the search engine has provided. This paper wants to rectify the situation. We discuss the issue in some detail, and then propose a new mechanism that we believe is better suited for our needs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yarmish:2007:RNP, author = "Gavriel Yarmish and Danny Kopec", title = "Revisiting novice programmer errors", journal = j-SIGCSE, volume = "39", number = "2", pages = "131--137", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272896", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#YarmishK07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Although programmer errors have been investigated, only a limited range of error types typically made by novices have been scrutinized. In this paper we present an expanded classification of the types of errors considered in previous research. In particular, problems which require the use of more difficult program constructs such as nested loops, arrays, recursion and functions have been somewhat neglected. We hope this paper will encourage other researchers to further analyze the types of errors advanced novices will make and the types of misunderstandings which underlie such errors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jimeno:2007:CYO, author = "Roberto Jimeno and M. S. Jorge and L. Ortega-Arjona", title = "Curb your objects!: an orthodox form for {C\#} classes", journal = j-SIGCSE, volume = "39", number = "2", pages = "138--141", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272897", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#JimenoJO07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The Orthodox Form for C\# Classes (OFC\#C) is an idiom proposed for the C\# programming language that intends to provide its classes with a basic structure that assures a predictable behavior for creation, copy, and destruction of instances. When classes in C\# are written it is desirable to build them in such a way that their instances produce objects which behave in predictable ways. Programmers tend to make mistakes when their objects behave at run time in the same way the they expect them to behave at write/compile time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lomako:2007:LCP, author = "Gennady Lomako", title = "Learning computer programming and role of errors in design", journal = j-SIGCSE, volume = "39", number = "2", pages = "142--145", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272898", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lomako07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Computer programming teaching should include problem analysis and a hierarchical decomposition of objects and actions that enable programmers to develop meaningful models of objects and multi-layered interfaces and thus be able to choose the level of complexity and protection they need. Programmers are expected to use error-detecting and correcting codes. Application development should include evaluation methods that could assess design solutions during program development and avoid errors during program execution. We discuss a software development and test diagram and programming project requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kopec:2007:DSI, author = "Danny Kopec and Gavriel Yarmish and Patrick Cheung", title = "A description and study of intermediate student programmer errors", journal = j-SIGCSE, volume = "39", number = "2", pages = "146--156", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272899", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#KopecYC07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "To date there has been considerable investigation into the study of novice programmer errors. The research has analyzed both syntactic and semantic errors. However, the next level of programmers, who make more sophisticated errors, the intermediate level programmers, have been somewhat neglected. In this paper, we focus on the nature of the errors which intermediate level programmers make. The basis of our study is the semantic approach. Here, we the study problems which require more difficult program constructs such as nested loops, arrays, recursion, and functions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anshel:2007:RME, author = "Michael Anshel and Sarah Levitan", title = "Reducing medical errors using secure {RFID} technology", journal = j-SIGCSE, volume = "39", number = "2", pages = "157--159", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272900", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#AnshelL07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "RFID technology can successfully be used to reduce medical errors. This technology can aid in the accurate matching of patients with their medications and treatments. The enthusiasm for using RFID technology in medical settings has been tempered by privacy concerns. We discuss new encryption methods that address these concerns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saad:2007:VRS, author = "Mohamed K. Saad and Syed V. Ahamed", title = "Vulnerabilities of {RFID} systems in infant abduction protection and patient wander prevention", journal = j-SIGCSE, volume = "39", number = "2", pages = "160--165", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272901", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SaadA07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper presents penetration attacks and abduction drills conducted in a healthcare facility relying on RFID security system to prevent infant abduction and patient wander. The objective is to provide a better understanding to the limitations and weaknesses existing in the current used technology that is applied in different hospitals, and to provide guidelines for healthcare facility administration to change their policies in a way that cover vulnerabilities that exist in the current RFID security systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sturm:2007:RCA, author = "D. Sturm and R. S. Beiss", title = "A root cause analysis interface for error reporting", journal = j-SIGCSE, volume = "39", number = "2", pages = "166--170", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272902", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SturmB07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "We describe a web-based interface that facilitates entering and analyzing medical errors. It uses an interactive causal tree-building component. The interactive component allows a user to build a causal tree with any number of events and antecedents. This replaces a form-based approach that is limited to a predetermined number of events and antecedents. After the causal tree is completed, the user can save the tree to a database. Causal trees can be retrieved and rebuilt as well. We developed an algorithm that, given a data bank of reported errors, will help detect similar events. This facilitates recognizing patterns of errors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ebrahimi:2007:WEA, author = "Alireza Ebrahimi and Christina Schweikert and S. Sayeed and S. Parham and H. Akibu and A. Saeed and W. Parris", title = "{Website} error analysis of colleges and universities on {Long Island} in {New York}", journal = j-SIGCSE, volume = "39", number = "2", pages = "171--176", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272903", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#EbrahimiSSPASP07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Websites are an important means of communication for colleges and universities. Web-based presentations are replacing traditional ways of disseminating information. This study investigates the websites of 21 colleges and universities located on Long Island (Nassau, Suffolk) as well as five additional schools, four of which are Ivy League institutions. This research developed a technique of web site analysis known as 7X2 C's criteria, which are applied to seven separate layers of website application and development. The study concludes that the web sites of all the included institutions have errors across all the layers of the analysis to some degree that need to be corrected. Some of these errors are crucial, especially with regard to website search engines.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Quarless:2007:RFD, author = "D. A. Quarless", title = "Redundant features of design in blackboard {(LMS)} and user error", journal = j-SIGCSE, volume = "39", number = "2", pages = "177--179", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272904", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Quarless07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Assessment has become a ubiquitous and iterative activity of education. Instructional computing in its simplest terms involves the creation of integrated toolkits (resources) for use in the learning process. The increasing prevalence of Learning/Course Management Systems in higher education is providing some new opportunities to explore and assess the design of such systems in reaching their purpose as integrated platforms that create online learning environments. Certain web-based design features have some likeliness to result in user errors. Blackboard is such a case study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kopec:2007:FCS, author = "Danny Kopec and Suzanne Tamang", title = "Failures in complex systems: case studies, causes, and possible remedies", journal = j-SIGCSE, volume = "39", number = "2", pages = "180--184", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272905", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#KopecT07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Computers are the pervasive technology of our time. As computers become critically tied to human life, it also becomes more important that interactions with them are under control. They are no longer a novelty, but are integrated into the fabric of our world, performing both high and low-level tasks. That is, computers may be used to eliminate heavy, redundant work and more sophisticated machines have been deployed to perform remote surgery or detect subterranean landmines in repopulated civilian areas. The increasing importance of computers in our lives means that it is essential that the design of computer systems incorporates techniques that can ensure reliability, safety, and security. This paper will examine technological mishaps involving the use of computers. This review will include notorious software bugs that have affected finance, communication, transit, defense, health and medicine and other systems or industries. The sequences and etiology of these ``accidents'' will be discussed as well as how catastrophes may be avoided in the future through lessons and practices based on artificial intelligence research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Small:2007:DER, author = "Margot Small", title = "Design error and reusability", journal = j-SIGCSE, volume = "39", number = "2", pages = "185--187", month = jun, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1272848.1272906", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:35 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Small07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Failure to account for the placement of components of a complex system on different servers leads to problems in reusability. We examine a case involving an Enterprise JavaBean (EJB) application using Java 2 Platform, Enterprise Edition (J2EE). In creating an EJB entity bean class to represent persistent data, the designer assumed that all EJB client objects would be local. Attempts by developers, whose programs were on another server, to create an entity bean object, failed. Lack of documentation by the original designer and lack of training in use of entity beans led to long delays in construction of new applications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Curzon:2007:SFC, author = "Paul Curzon", title = "Serious fun in computer science", journal = j-SIGCSE, volume = "39", number = "3", pages = "1--1", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268785", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Computer Science has been in crisis for several years. Interest in studying it has dropped dramatically. We can wring our hands, or we can do something about it. Computer Science needs to engage with pure outreach: selling the subject (for free). Our approach has been to do this by just going out and having innovative fun. This is more effective than selling specific courses or institutions. CS is after all a naturally exciting, innovative and thought-provoking subject (Oh, and by the way there are good jobs at the end too). We see it as a Renaissance subject (so who cares what it's called or which variation the future depends on). It sits in a unique position, centrally connected to all of the sciences, arts and humanities. We are passionate about science generally, so we go out and spread that enthusiasm about it all. What have we been doing? There is cs4fn (www.cs4fn.org) a website and magazine that we've been writing for the sheer enjoyment of it; Sodarace (www.sodarace.net) where over 130 000 registered humans and computers compete in an online Olympics; Brain Academy (www.brainacademy.qmul.ac.uk), the Compute-Ability competition with career enhancing prizes; research talks for kids on Artificial Intelligence, women in technology, disability and mutant super-hero powers (actually its about search algorithms) and so on; a Computer Science Magic show (you have to promise not to tell anyone the secrets); and exhibits at the Royal Society Summer Exhibition on mathematical illusions and their link to computer science (www.cs4fn.org/illusions). We build brains that play Snap from rope and toilet roll, and introduce a piece of paper more intelligent than anyone in the room. Kids act out Turing Tests (can you tell the human from the robot?), and we challenge them to solve puzzles with CS twists. We do real research too of course: a spin-out of our EPSRC funded research project on Human Error and Interactive Systems includes an online SpaceInvaders game-experiment (www.cs4fn.org/humanerror) the data from which helps us understand the causes of human error: can you consistently avoid making the mistake that will blow up your ship and lose all your points?. What age group should we be targeting? Sixth formers? A major issue is that school ICT, vital as it is, gives a poor impression of how being a computer scientist is about being an innovative, creative, computational thinker. By the sixth form it is too late. It is the younger kids we have to get the message to. An early experiment has been teaching a version of a graduate level course on usability evaluation to primary school kids (www.cs4fn.org/manorside). They proved to be very innovative and ``amazing'', ``will stay in my mind forever'', ``I want to teach others in the school what we did'' were some of their comments. Our approach works: teachers, industry and the International Review of ICT have commended us \& and we have seen an increase in undergraduate applications of over 130\% in 2 years. Not bad when we are just having fun: serious fun.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{vanderKuyl:2007:WAC, author = "Chris van der Kuyl", title = "Where have all the computer scientists gone?", journal = j-SIGCSE, volume = "39", number = "3", pages = "2--2", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268786", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In recent years Universities all over the UK have been bemoaning the lack of undergraduates studying Computer Science. Is this all because of the internet bubble bursting or is Computer Science Education as we know it irrelevant? Professor van der Kuyl will explore these thoughts and look at the factors behind some of the more successful Computer Science degrees in recent years. In addition, he will explore the demand side of Computer Science education and pose the question: ``What do employers really want?'', as opposed to: ``What do employers think they want?.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanson:2007:ITC, author = "Vicki L. Hanson", title = "Inclusive thinking in computer science education", journal = j-SIGCSE, volume = "39", number = "3", pages = "3--3", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268787", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "On average, one in every five people has a disability. There is a growing, worldwide attention to the rights and needs of disabled users to access information technologies (IT). This technology is not simply for recreational use, but in many cases is a disabled user's lifeline to services and a path to employment. To address this issue, there has been enactment of legislation in countries worldwide aimed at making technology accessible. Such legislation has led to the creation of standards, guidelines, and checklists for accessibility, with the goal of having a common understanding of what is needed to make IT accessible and thereby enabling developers to create accessible applications. Despite these efforts, however, technology remains largely unusable for people with disabilities. A number of factors may contribute to this state. Here we consider one of the key factors--that developers, in large part, do not understand and are not attuned to the needs of disabled users. The checklists are not intuitive and provide developers with little insight into the very real problems that disabled users have with computing. Moreover, these checklists address issues of ``compliance'', but do not meet the needs of a large number of users whose needs fall outside of traditional accessibility concerns. Older adults are an excellent example of users whose needs are often not considered during development. A conference theater event will highlight computer use by persons with disabilities. Following up on that event, inclusive design in computer science education will be considered. The focus will be on populations that are often not considered in the design process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Doerschuk:2007:PSC, author = "Peggy Doerschuk and Jiangjiang Liu and Judith Mann", title = "Pilot summer camps in computing for middle school girls: from organization through assessment", journal = j-SIGCSE, volume = "39", number = "3", pages = "4--8", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268789", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "It is a well-known fact that women are under-represented in computing, and that trend has been worsening. In recent years, very few entering female freshmen have expressed an interest in computer science. Research has shown that girls lose interest in computing at an early age. If we are to fill the pipeline with women we must reach out to girls to remove the hurdles and dispel the misconceptions that turn them away from computing. This paper describes our experience in conducting pilot summer camps in computing for middle school girls. It covers the whole process, from conception through assessment, including how we worked with local schools to organize and devise the content of the camps, and how the camps were funded, conducted, advertised and assessed. We include lessons learned from this experience to benefit those who want to implement such camps. Other organizations can use the information in this paper to guide them in developing similar programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Peckham:2007:BPC, author = "Joan Peckham and Lisa L. Harlow and David A. Stuart and Barbara Silver and Helen Mederer and Peter D. Stephenson", title = "Broadening participation in computing: issues and challenges", journal = j-SIGCSE, volume = "39", number = "3", pages = "9--13", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268790", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this paper we survey the literature to identify the issues and challenges of broadening participation in computer science, and provide some suggestions to address these challenges. Our attention focuses on redefining the way we approach computing education so that we can successfully entice students to computing that have not traditionally participated, thereby promoting diversity and increasing the total numbers of computing professionals. Based on the literature review, we propose an interactional model from the social sciences to inform the way in which we might restructure and broaden the definition of computing and provide some examples of strategies that we have found to be successful in practice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cannon:2007:SAR, author = "Kelly R. Cannon and Katherine A. Panciera and Nikolaos P. Papanikolopoulos", title = "Second annual robotics summer camp for underrepresented students", journal = j-SIGCSE, volume = "39", number = "3", pages = "14--18", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268791", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The University of Minnesota Center for Distributed Robotics and the Digital Technology Center hosted the second annual Technology Day Camp, a week long camp targeting underrepresented students such as girls, African Americans, and Hispanics from the Twin Cities metro area. Students were surveyed prior to the camp revealing a strong proclivity towards math and science, but a resistance to the perceived lifestyle of computer scientists. With an emphasis on the college experience, building hardware, creating software, and interacting with robots, the camp implemented proposed changes from the previous year as well as new activities with a special emphasis on robotics. The successes and failures are discussed in an effort to provide insight for organizations hosting similar programs, new research questions are presented, and a materials list is provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2007:INP, author = "Michael H. Goldwasser and David Letscher", title = "Introducing network programming into a {CS1} course", journal = j-SIGCSE, volume = "39", number = "3", pages = "19--22", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268793", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Incorporating advanced programming concepts into an introductory programming course has to be done carefully to avoid overwhelming the students. We describe our experiences doing network programming in a CS1 course taught in Python. The simplicity of the built-in libraries allowed a fair amount of networking to be introduced in a week-long module of the course. In this short time we had the students writing both multithreaded clients and servers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dodds:2007:BFC, author = "Zachary Dodds and Christine Alvarado and Geoff Kuenning and Ran Libeskind-Hadas", title = "Breadth-first {CS} 1 for scientists", journal = j-SIGCSE, volume = "39", number = "3", pages = "23--27", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268794", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper describes an introductory CS course designed to provide future scientists with a one-semester overview of the discipline. The course takes a breadth-first approach that leverages its students' interest and experience in science, mathematics, and engineering. In contrast to many other styles of CS 1, this course does not presume that its students will study more computer science, but it does seek to prepare them should they choose to do so. In addition to describing the curriculum and resources, we summarize our preliminary assessments of this course and a comparison with the more traditional, imperative-first introduction it replaced. The data thus far suggest that this CS for Scientists course improves our students' understanding of CS, its applications, and practice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buechley:2007:TCE, author = "Leah Buechley and Mike Eisenberg and Nwanua Elumeze", title = "Towards a curriculum for electronic textiles in the high school classroom", journal = j-SIGCSE, volume = "39", number = "3", pages = "28--32", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268795", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper proposes a curriculum for a high school e-textile course-a curriculum rooted in our experiences in developing an e-textile construction kit and in holding several courses and workshops with these materials. The paper briefly describes the e-textile kit and reports on our teaching experiences, reflecting on the relationship between the evolving tools and curriculum and our user experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Miller:2007:TAI, author = "James Miller and Michael Smith", title = "A {TDD} approach to introducing students to embedded programming", journal = j-SIGCSE, volume = "39", number = "3", pages = "33--37", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268797", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Learning embedded programming is a highly demanding exercise. The beginner is bombarded with complexity from the start: embedded production based around a myriad of C++ constructs with low-level elements integrated onto ever more complicated processor architectures. The picture is further compounded by tool support having unfamiliar roles and appearances from previous student experiences. This demanding situation often has the student bewildered; seeking for ``a crutch'' or the simplest way forward regardless of the overall consequences. To control this potentially chaotic picture, the instructor needs to introduce devices to combat this complexity. We argue that test driven development (TDD) should become the instructor's principal weapon in this fight. Reasons for this belief combined with our, and the students', experiences with this novel approach are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheehan:2007:TOS, author = "Robert J. Sheehan", title = "Teaching operating systems with {Ruby}", journal = j-SIGCSE, volume = "39", number = "3", pages = "38--42", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268798", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Dynamic languages have regained enormous popularity in recent years. One of the principal dynamic programming languages, Ruby, has been used as the language for assignment work and the presentation of concepts in an introductory Operating Systems course. This was a strange choice for a systems course but there were several good reasons for the choice including the ease with which Ruby provides access to Unix commands and system calls. After some initial problems, the change has been very successful and demonstrates that even in the core courses of a Computer Science curriculum dynamic programming languages have benefits.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Oechsle:2007:CAO, author = "Rainer Oechsle and Kay Barzen", title = "Checking automatically the output of concurrent threads", journal = j-SIGCSE, volume = "39", number = "3", pages = "43--47", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268799", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Assessing automatically students' solutions to concurrent programming assignments by looking at the produced output is a crucial and error-prone task. On the one hand a student's program may coincidentally produce a correct output although the program is faulty; the program could also produce invalid output which does not happen to be observed even when the program is run several times. On the other hand the synchronization in a student's program may be too strong, leading to a situation where certain correct outputs can never be generated. This paper presents an approach for checking automatically the output of concurrent threads for correctness. The basic idea is that we provide special implementations of synchronization primitives like semaphores that use vector timestamps. Every output action of a thread is tagged by its vector timestamp. Therefore it can be decided whether two output actions are causally related (they can occur only in the order which was actually observed because of an underlying synchronization), or whether two output actions are not causally related, i.e., concurrent (they may happen in any order). The output of a student's program is represented as a graph. The correctness check consists of a comparison between the expected graph and the observed graph.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stallmann:2007:PAE, author = "Matthias F. Stallmann and Suzanne P. Balik and Robert D. Rodman and Sina Bahram and Michael C. Grace and Susan D. High", title = "{ProofChecker}: an accessible environment for automata theory correctness proofs", journal = j-SIGCSE, volume = "39", number = "3", pages = "48--52", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268801", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "ProofChecker is a graphical program based on the notion of formal correctness proofs that allows students, both sighted and visually impaired, to draw a deterministic finite automaton (DFA) and determine whether or not it correctly recognizes a given language. Sighted students use the mouse and graphical controls to draw and manipulate the DFA. Keyboard shortcuts, together with the use of a screen reader to voice the accessible descriptions provided by the program, allow visually impaired students to do the same. Because the states of a DFA partition the language over its alphabet into equivalence classes, each state has a language associated with it. Conditions that describe the language of each state are entered by the student in the form of conditional expressions with function calls and/or regular expressions. A brute-force approach is then used to check that each state's condition correctly describes all of the strings in its language and that none of the strings in a state's language meet the condition for another state. Feedback is provided that either confirms that the DFA correctly meets the given conditions or alerts the student to a mismatch between the conditions and the DFA. A student's DFA can be saved in an XML file and submitted for grading. An automated checking tool, known as ProofGrader, can be used to compare a student's DFA with the correct DFA for a given language, thus greatly speeding up the grading of student assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Korte:2007:LGB, author = "Laura Korte and Stuart Anderson and Helen Pain and Judith Good", title = "Learning by game-building: a novel approach to theoretical computer science education", journal = j-SIGCSE, volume = "39", number = "3", pages = "53--57", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268802", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper describes an innovative method for teaching modelling skills in theoretical computer science (e.g., finite state automata, Turing machines). Students acquire a new modelling skill by completing a game-building assignment in which there is a direct and transparent mapping between the game that the student is building and the model in the framework they are trying to master. Through this constructionist approach, the student not only learns by doing, which potentially contributes to understanding, but there is also a significant element of personalization and choice present, which has the potential to increase both motivation and performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodger:2007:IIS, author = "Susan H. Rodger and Jinghui Lim and Stephen Reading", title = "Increasing interaction and support in the formal languages and automata theory course", journal = j-SIGCSE, volume = "39", number = "3", pages = "58--62", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268803", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The introduction of educational software such as JFLAP into the course Formal Languages and Automata (FLA) has created a learning environment with automatic feedback on theoretical topics. In this paper we show how we further increase the interaction in the FLA course with the expansion of additional theoretical topics in JFLAP, and how we have added grading support into JFLAP for instructors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Helmick:2007:IBP, author = "Michael T. Helmick", title = "Interface-based programming assignments and automatic grading of {Java} programs", journal = j-SIGCSE, volume = "39", number = "3", pages = "63--67", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268805", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "AutoGrader is a framework developed at Miami University for the automatic grading of student programming assignments written in the Java programming language. AutoGrader leverages the abstract concept of interfaces, as implemented by the Java interface language construct, in both the assignment and grading of programming assignments. The use of interfaces reinforces the role of procedural abstraction in object-oriented programming and allows for a common API to all student code. This common API then enables automatic grading of program functionality. AutoGrader provides a simple instructor API and enables the automatic testing of student code through the Java language features of interfaces and reflection. AutoGrader also supports static code analysis using PMD [4] to detect possible bugs, dead code, suboptimal, and overcomplicated code. While AutoGrader is written in and only handles Java programs, this style of automated grading is adaptable to any language that supports (or can mimic) named interfaces and/or abstract functions and that also supports runtime reflection.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2007:CAA, author = "Pete G. Thomas and Neil Smith and Kevin G. Waugh", title = "Computer assisted assessment of diagrams", journal = j-SIGCSE, volume = "39", number = "3", pages = "68--72", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268806", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this paper, we describe an approach to the grading (marking) of graph-based diagrams. The work is an application of a framework for the computer interpretation of imprecise diagrams (which students produce in response to assessment questions). We describe the interpretation framework and how it has been applied in the domain of entity-relationship diagrams used in data modeling. In our approach to grading, student diagrams are compared to specimen solutions representing correct solutions to an assessment question. The comparison between a student diagram and a specimen solution diagram results in a matching of the two diagrams from which a grade is computed. The comparison matching is used to provide graphical feedback on the correctness of the student diagram. The approach has been applied to a test corpus of 394 diagrams produced in answer to an examination question with some good results: 91\% of all automatically produced grades were within 0.5 of a mark of the human graders. However, when supertype-subtype associations are present, the performance drops to around 87\%. The paper concludes with a discussion of some applications of the marker.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ji:2007:SCL, author = "Jeong-Hoon Ji and Gyun Woo and Hwan-Gue Cho", title = "A source code linearization technique for detecting plagiarized programs", journal = j-SIGCSE, volume = "39", number = "3", pages = "73--77", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268807", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "It is very important to detect plagiarized programs in the field of computer science education. Therefore, many tools and algorithms have been developed for this purpose. Generally, these tools are operated in two phases. In phase 1, a program plagiarism detecting tool generates an intermediate representation from a given program set. The intermediate representation should reflect the structural characterization of the program. Most tools use the parse tree or token sequence by intermediate representation. In phase 2, the program looks for plagiarized material and evaluates the similarity of two programs. It is helpful to announce the plagiarized metarials between two programs to the instructor. In this paper, we present the static tracing method in order to improve program plagiarism detection accuracy. The static tracing method statically executes a program at the syntax-level and then extracts predefined keywords according to the order of the executed functions. The result of experiment proves this method can detect plagiarism more effectively than the previously released plagiarism detecting method.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armstrong:2007:RLD, author = "Helen Armstrong and Iain Murray", title = "Remote and local delivery of {Cisco} education for the vision-impaired", journal = j-SIGCSE, volume = "39", number = "3", pages = "78--81", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268809", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Vision-impaired students face tremendous obstacles in their quest to access learning materials delivered in web-based and other electronic formats. The predominance of visual prompts, use of flash and animation and the inability of screen reading applications to interpret images all contribute to make much of the current e-learning materials associated with computing studies inaccessible by blind or vision-impaired students. This paper describes a university research project undertaken to improve the accessibility of Cisco e-learning materials for vision-impaired computing students. All the network architecture which supports the delivery of the Cisco courses to both local and remote vision-impaired students is also presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Freire:2007:USR, author = "Andr{\'e} Pimenta Freire and Renata Pontin de Mattos Fortes and Debora Maria Barroso Paiva and Marcelo Augusto Santos Turine", title = "Using screen readers to reinforce {Web} accessibility education", journal = j-SIGCSE, volume = "39", number = "3", pages = "82--86", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268810", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper discusses an approach for Web accessibility education tacking advantage of short introductory courses. In this approach, screen readers were used to all immerse students in the problems experienced by blind users while using the Web. Experimental results from an evaluation exercise carried out by students showed all that the use of all screen readers was helpful to better understand and to reinforce the concepts of Web accessibility.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Calder:2007:TDS, author = "Matt Calder and Robert F. Cohen and Jessica Lanzoni and Neal Landry and Joelle Skaff", title = "Teaching data structures to students who are blind", journal = j-SIGCSE, volume = "39", number = "3", pages = "87--90", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268811", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We present our work in assisting students who are blind to understand fundamental data structures. We have developed a system called PLUMB EXTRA$^3$ (EXploring data sTRuctures using Audible Algorithm Animation) that conveys an algorithm animation using audio cues and speech. This extends our earlier work on presenting graphs to users who are blind.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alstes:2007:VLR, author = "Anton Alstes and Janne Lindqvist", title = "{VERKKOKE}: learning routing and network programming online", journal = j-SIGCSE, volume = "39", number = "3", pages = "91--95", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268813", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We present an Online Teaching Environment (OTE) that supports ``learning by doing'' philosophy in teaching telecommunications software and routing. ``Learning by doing'' is achieved by giving students a programming assignment that introduces them to socket programming and gives them the opportunity to practice implementing simplified routing protocols. The OTE creates individual assignments for students, accepts solution submissions via the Internet, and, finally, checks the assignments automatically. The system also notifies the students of possible mistakes in their solutions, so they can learn from their mistakes, fix them and resubmit the corrected solutions. The teacher needs only to start the system when the course begins and verify the assignment results when students have finished their work. The OTE is compatible with modern learning management systems through its adherence to the SharableContent Object Reference Model (SCORM) specification. The OTE supports intricate and realistic programming assignments through representative topology generation and sophisticated network simulation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Oliver:2007:UDT, author = "Iain Oliver and Kristoffer Getchell and Alan Miller and Colin Allison", title = "Using disruptive technology for explorative learning", journal = j-SIGCSE, volume = "39", number = "3", pages = "96--100", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268814", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Computer Networking is the subject that enables us to build and understand the Internet which in turn lies at the heart of many social and economic transformations that are central to modern society. At the subject's core are the protocols for sending and receiving packets and reporting errors. Although it is a dynamic and naturally engaging subject there are significant barriers which make it difficult for a student to engage realistically with network protocols. These can be categorised as barriers of time, space and access. From the perspective of time, many of the interactions occur at timescales that are outside of the range of human perception; from the perspective of space, a student will be situated in one location which will often define their view of the network; from the perspective of access, interaction with network protocols is mediated through libraries provided by operating systems which in turn require the use of programming languages to manipulate. This paper advocates the use of disruptive technology, based on the PlanetLab overlay network to support explorative approaches to learning about Computer Networking.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2007:VBS, author = "Christian Brown and Chris McDonald", title = "Visualizing {Berkeley} socket calls in students' programs", journal = j-SIGCSE, volume = "39", number = "3", pages = "101--105", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268815", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The Berkeley Sockets API is a library of functions, macros, and data structures enabling a program to initiate and manage network communication between two or more processes on the same machine, or across a network of machines. The API is the main mechanism by which programs communicate with the operating system's TCP/IP stack and thereby with almost all Internet services and programs. Socket programming opens a new realm of development for Computer Science students as they are able to create programs that can communicate via the Internet. However, while learning, students frequently misuse the sockets API or have difficulty understanding where run-time and logic errors in their code occur. Students learning about sockets are typically presented with a series of static diagrams in textbooks that increase in complexity with each progression. These diagrams may not allow the reader to easily comprehend the transition between each step, nor understand which functions in the API perform the events. Space constraints in textbooks often limit a sequence of diagrams to two or three, whereas over 10 calls to the sockets API are often necessary to initiate and undertake communication. Surprisingly, there are no effective tools or general techniques for debugging students' socket programs. In this paper we present a software solution to visualize the execution of students' programmed interactions with the Berkeley Sockets API. The tool accepts the source code of two or more networking programs and compiles them in such a way that, at run-time, their calls to the socket API and related functions are displayed, together with an annotation of activity and error conditions. The program is not simply a static simulator --- it provides a means to visualize the network events in actual student developed program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liffick:2007:YCT, author = "Blaise W. Liffick and Gary Zoppetti", title = "You can take it with you: profile transportability", journal = j-SIGCSE, volume = "39", number = "3", pages = "106--110", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268817", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper describes the Personal Portable Profile (P$^3$ ) system, which captures the characteristics of a user profile from one computer and copies them to a second computer. This is accomplished through an auto-run program stored on a UD-RW flash drive device. Such a system will be useful for those with disabilities by allowing them to easily set the interaction characteristics of any computer they encounter to their ``home'' settings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Norte:2007:VLK, author = "St{\'e}phane Norte and Fernando Gra{\c{c}}a Lobo", title = "A virtual logo keyboard for people with motor disabilities", journal = j-SIGCSE, volume = "39", number = "3", pages = "111--115", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268818", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In our society, people with motor impairments are often times socially excluded from their environment. This is unfortunate because every human being should have the possibility to obtain the necessary conditions to live a normal life. Although there is technology to assist people with motor impairments, few systems are targeted for programming environments. We have created a system, called Logo Keyboard,to assist people with motor disabilities to program with the Logo programming language. With this special keyboard we can help more people to get involved into computer programming and to develop projects in different areas.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Distasio:2007:ICS, author = "Joseph Distasio and Thomas Way", title = "Inclusive computer science education using a ready-made computer game framework", journal = j-SIGCSE, volume = "39", number = "3", pages = "116--120", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268820", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Leveraging the prevailing interest in computer games among college students, both for entertainment and as a possible career path, is a major reason for the increasing prevalence of computer game design courses in computer science curricula. Because implementing a computer game requires strong programming skills, game design courses are most often restricted to more advanced computer science students, yet real game design involves a diverse and creative team. This paper reports on a ready-made game design and experimentation framework, implemented in Java, which makes game programming more widely accessible. This framework, called Labyrinth, enables students at all programming skill levels to participate in computer game design. We describe the architecture of the framework, and discuss programming projects suitable for a wide variety of computer science courses, from capstone to non-major.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barnes:2007:GBC, author = "Tiffany Barnes and Heather Richter and Eve Powell and Amanda Chaffin and Alex Godwin", title = "{Game2Learn}: building {CS1} learning games for retention", journal = j-SIGCSE, volume = "39", number = "3", pages = "121--125", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268821", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper presents Game2Learn, an innovative project designed to leverage games in retaining students in computer science (CS). In our two-pronged approach, students in integrative final-year capstone courses and summer research experiences develop games to teach computer science, which, in turn, will be used to improve introductory computing courses. Our successful model for summer undergraduate research and capstone projects engages students in solving the computing retention problem, allows them to quickly create games, and instructs students in user- and learner-centered design and research methods. Results show that this method of building games to teach engages students at multiple levels, inspiring newer students that one day their homework may all be games, and encouraging advanced students to continue on into graduate studies in computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tharp:2007:IIR, author = "Alan L. Tharp", title = "Innovating: the importance of right brain skills for computer science graduates", journal = j-SIGCSE, volume = "39", number = "3", pages = "126--130", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268823", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper discusses the importance of teaching innovating skills in a computer science (CS) curriculum. The world is changing from a knowledge-based economy which depends upon the traditional left-brain skills to an innovation-based economy which relies more on right brain skills. The traditional skills taught in a CS curriculum remain very important to the success of its graduates. However, these skills now need to be augmented with innovating skills. The observations from teaching such a course and the plans for the future of the course are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pedroni:2007:FDC, author = "Michela Pedroni and Manuel Oriol and Bertrand Meyer", title = "A framework for describing and comparing courses and curricula", journal = j-SIGCSE, volume = "39", number = "3", pages = "131--135", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268824", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Curriculum and course planning is a key step in developing quality educational programs, but current practices very often lack a systematic approach. This article addresses this issue by refining and expanding the concept of Testable, Reusable Unit of Cognition (Truc). The methodology allows modeling courses and verifying compliance of a given course to a given description. It also makes it possible to describe precisely what students have previously learned and, as a result, adapt the teaching to their specific needs. The article presents a case study of comparing a subset of two introductory programming textbooks and describes the application TrucStudio that supports the methodology.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Papadopoulos:2007:CBI, author = "Pantelis M. Papadopoulos and Stavros N. Demetriadis and Ioannis G. Stamelos", title = "Case-based instruction on the {Web} for teaching software project management", journal = j-SIGCSE, volume = "39", number = "3", pages = "136--140", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268826", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Software project management (SPM) is an ill-structured domain, where past experiences of project management can become valuable learning resources for novices. To support instruction in the domain, we have developed the eCASE-SPM Web environment, for engaging students in case-based instruction and help them develop SPM related problem solving skills. This work presents major design issues of the environment and initial research results regarding (a) a student-based evaluation, connecting also students' attitudes to their learning styles, and (b) the learning effectiveness of the environment, investigating the use of embedded question prompts as students' cognitive scaffolds. Results so far reveal interesting interactions between students' learning styles and their attitudes towards learning in the eCASE-SPM environment. Furthermore, there is strong indication that using question prompts may have beneficial effect on students' learning and problem solving abilities, although fading out of the scaffolding should be implemented to moderate students' workload.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bower:2007:ISA, author = "Matt Bower", title = "Independent, synchronous and asynchronous an analysis of approaches to online concept formation", journal = j-SIGCSE, volume = "39", number = "3", pages = "141--145", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268827", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper compares and contrasts three different approaches to pre-class concept formation in an online computing course. In the initial third of the semester students made individual responses to sets of weekly pre-class tutorial style questions. In the following four weeks a virtual classroom was used to facilitate the synchronous construction of group responses to the same type of activities. In the final third of semester a wiki was used to provide an asynchronous means of composing group responses to the pre-class tutorial questions. The different patterns of student contribution and interaction that resulted from each mode are described. Implications for concept formation specifically and learning generally are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Helmick:2007:IOC, author = "Michael T. Helmick", title = "Integrated online courseware for computer science courses", journal = j-SIGCSE, volume = "39", number = "3", pages = "146--150", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268828", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Computer Science CourseWare (CSCW) is a Web-based integrated online courseware system for the management of computer science courses developed by the Miami University Department of Computer Science and Systems Analysis. The system is designed to support a unified student experience for content delivery and programming (and general) assignment management. CSCW promotes incremental development through rapid feedback for students with its integrated Java style checking (using PMD [2]) and automatic grading capabilities. CSCW integrates with existing version control infrastructure (using Subversion [4]) and authentication infrastructure (LDAP or custom plug-in) to minimize administration. Paperless handling of programming assignments is encouraged with the ability for precise feedback to be entered by instructors for student consumption. CSCW focuses on the needs of courses using computer programs as a primary assessment measure. CSCW is actively being used at Miami University.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Muller:2007:POI, author = "Orna Muller and David Ginat and Bruria Haberman", title = "Pattern-oriented instruction and its influence on problem decomposition and solution construction", journal = j-SIGCSE, volume = "39", number = "3", pages = "151--155", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268830", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Novices often experience difficulties in problem analysis and solution construction. Pattern-oriented instruction (POI) is a pedagogical approach based on incorporating patterns into instruction design. It is well-grounded in cognitive theories concerning knowledge construction and organization as well as the acquisition of expertise in problem solving. We show that the incorporation of algorithmic patterns through POI may enhance the construction of algorithmic problem-solving knowledge. Findings of a comparative research study showed that novices who studied according to the POI approach exhibited better problem-solving competence than those who studied in a traditional manner. Specifically, they were more competent in problem decomposition and solution construction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McCartney:2007:SSS, author = "Robert McCartney and Anna Eckerdal and Jan Erik Mostrom and Kate Sanders and Carol Zander", title = "Successful students' strategies for getting unstuck", journal = j-SIGCSE, volume = "39", number = "3", pages = "156--160", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268831", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Students often ``get stuck'' when trying to learn new computing concepts and skills. In this paper, we present and categorize strategies that successful students found helpful in getting unstuck. We found that the students reported using a broad range of strategies, and that these strategies fall into a number of recognizably different categories.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2007:HDF, author = "David Ginat", title = "Hasty design, futile patching and the elaboration of rigor", journal = j-SIGCSE, volume = "39", number = "3", pages = "161--165", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268832", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "``Two wrongs don't make a right.'' In the last two years, we observed repeated hasty designs, followed by futile patching of programming solutions, which yielded (and re-yielded) erroneous outcomes. In this paper, we illuminate and illustrate diverse characteristics of these undesired design and patching phenomena, and offer a didactic approach of using them for elaborating students' awareness of rigor. We advocate such an elaboration in textbooks and teaching materials, as one may learn and benefit from the wrong way no less than the right one.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2007:CGO, author = "Kate Sanders and Lynda Thomas", title = "Checklists for grading object-oriented {CS1} programs: concepts and misconceptions", journal = j-SIGCSE, volume = "39", number = "3", pages = "166--170", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268834", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this paper, we begin by considering object-oriented programming concepts and typical novice misconceptions as identified in the literature. We then present the results of a close examination of student programs, in an objects-first CS1 course, in which we find concrete evidence of students learning these concepts while also displaying some of these misconceptions. This leads to the development of two checklists that educators can use when designing or grading student programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vilner:2007:FCC, author = "Tamar Vilner and Ela Zur and Judith Gal-Ezer", title = "Fundamental concepts of {CS1}: procedural vs. object oriented paradigm --- a case study", journal = j-SIGCSE, volume = "39", number = "3", pages = "171--175", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268835", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "For some time, there has been an ongoing debate among Computer Science (CS) educators about the advantages and disadvantages of the shift from the procedural to the Object-Oriented (OO) paradigm. In our institution, we decided to implement this shift in the year 2005, when we changed our introductory course and started, right from the beginning, to teach the Java language, instead of the procedural facet of C++. While we still offered the two different paradigms in parallel, we had two similar groups each taking one of the paradigms. These two groups served as the research population of the study we describe in this paper. We examined whether the shift from the procedural to the OO paradigm had an effect on students' perception of fundamental concepts taught in the introductory course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tremblay:2007:ISP, author = "Guy Tremblay and Bruno Malenfant and Aziz Salah and Pablo Zentilli", title = "Introducing students to professional software construction: a ``software construction and maintenance'' course and its maintenance corpus", journal = j-SIGCSE, volume = "39", number = "3", pages = "176--180", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268837", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "It is widely accepted that there is more to software construction than basic programming skills. Professional software construction involves not only understanding some theoretical concepts, but also mastering appropriate tools and practices. In this paper, we present an undergraduate course in Software Construction and Maintenance, developed with the goal of introducing students to those key concepts, tools and practices. We first outline the content of that course, explaining how it fits within our undergraduate program. We then present a key element of that course-namely, its maintenance corpus along with its testing frameworks-used to concretely introduce students to various tools and practices, e.g., automatic test execution, build and configuration management, source code documentation, use of assertions, etc.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Honig:2007:COE, author = "William L. Honig and Tejasvini Prasad", title = "A classroom outsourcing experience for software engineering learning", journal = j-SIGCSE, volume = "39", number = "3", pages = "181--185", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268838", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Outsourcing of software development is a key part of globalization, oft misunderstood by computer science students, and possibly a cause of declining enrollments in the field. The authors developed and implemented an outsourcing experience for students in an advanced software engineering course. Student teams at two universities developed game playing programs and outsourced key parts of their systems to the other university. Results show students improved their understanding of outsourcing, developed better appreciation for the importance of software engineering techniques, and created ad hoc communication protocols between teams. The paper concludes with recommendations for expanding the approach used to other universities to create a more inclusive computer science and software engineering teaching environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zhang:2007:BTO, author = "Mingrui Zhang and Chi-Cheng Lin and Gayle Olsen and Barbara Beck", title = "A bioinformatics track with outreach components", journal = j-SIGCSE, volume = "39", number = "3", pages = "186--190", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268840", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Bioinformatics is a discipline that uses computational tools and computer technologies to model, analyze, present, and visualize biological data. In this paper, we discuss the design of a bioinformatics track within the computer science curriculum at Winona State University's Rochester campus. We also developed a bioinformatics course and used it as a mechanism for computer science outreach. Our outreach program is designed to target 6th to 12$^{th}$ grade science teachers and help them develop K-12 science projects with bioinformatics components.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Govender:2007:CRR, author = "Desmond Wesley Govender and Manoj Maharaj", title = "Challenges with respect to the e-readiness of secondary school teachers in {KwaZulu--Natal, South Africa}", journal = j-SIGCSE, volume = "39", number = "3", pages = "191--195", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268841", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this study the authors investigate the challenges facing the provincial department of education with respect to the e-Readiness of secondary school teachers in the Province of KwaZulu-Natal, South Africa. The study is based on a sample of the secondary schools in the Ethekwini Municipality. The results indicate that any ICT interventions by the provincial Department of Education are bound to fail unless other non-technological interventions are put into place first. We show that where the ICT interventions are needed the most, the teachers are least prepared to receive it. Thus we conclude that instead of making short-term political decisions, the Department must first embark on a medium to long term plan to first make the environment amenable for an ICT intervention. These would include large-scale school upgrading, teacher training and retention plans to keep experienced and qualified teachers within the schooling system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cutts:2007:EIP, author = "Quintin I. Cutts and Margaret I. Brown and Lynsey Kemp and Calum Matheson", title = "Enthusing and informing potential computer science students and their teachers", journal = j-SIGCSE, volume = "39", number = "3", pages = "196--200", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268842", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "School curricula contain little direct Computer Science (CS) content, and pupil surveys confirm that pupils have little idea what CS is. A range of initiatives have been introduced by universities to address this problem, and so attract more CS students. This paper presents the Computer Science Inside\ldots{} project, one such initiative, the primary goals of which are to provide materials for use in secondary school classrooms, and to motivate and prepare the teachers to deliver them. The materials are principally workshops, to be conducted away from machinery and which bring out key CS concepts underpinning ubiquitous IT products such as the mobile phone or internet. All materials are available on the web, to encourage delivery widely by academics, students or teachers. Our evaluation has shown the approach to be broadly successful, and has also highlighted directions for future work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Galpin:2007:LSP, author = "Vashti C. Galpin and Ian D. Sanders and Pei-yu Chen", title = "Learning styles and personality types of computer science students at a {South African} university", journal = j-SIGCSE, volume = "39", number = "3", pages = "201--205", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268844", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This research investigates the learning styles and personality types of Computer Science students at the University of the Witwatersrand in Johannesburg, South Africa using the Kolb Learning Style Inventory and the Keirsey Temperament Sorter, respectively. Students were found to be predominantly abstract in their learning, and they did not show strong preferences on the reflective/active dimension hence they had either a Converger or Assimilator learning style which is consistent with prior research. Across the three years of undergraduate study, learning styles became more balanced in terms of the reflective/active dimension. Students were predominantly ISTJ, ISFJ, ESTJ or ESFJ in their personality types showing a strong presence of the SJ temperament which is associated with organisation, planning and decision-making. This result is less consistent with prior research. There were no significant differences over the three years in personality type.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Caspersen:2007:MMP, author = "Michael E. Caspersen and Kasper Dalgaard Larsen and Jens Bennedsen", title = "Mental models and programming aptitude", journal = j-SIGCSE, volume = "39", number = "3", pages = "206--210", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268845", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Predicting the success of students participating in introductory programming courses has been an active research area for more than 25 years. Until recently, no variables or tests have had any significant predictive power. However, Dehnadi and Bornat claim to have found a simple test for programming aptitude to cleanly separate programming sheep from non-programming goats. We briefly present their theory and test instrument. We have repeated their test in our local context in order to verify and perhaps generalise their findings, but we could not show that the test predicts students' success in our introductory program-ming course. Based on this failure of the test instrument, we discuss various explanations for our differing results and suggest a research method from which it may be possible to generalise local results in this area. Furthermore, we discuss and criticize Dehnadi and Bornat's programming aptitude test and devise alternative test instruments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bagley:2007:CIN, author = "Carole A. Bagley and C. Candace Chou", title = "Collaboration and the importance for novices in learning {Java} computer programming", journal = j-SIGCSE, volume = "39", number = "3", pages = "211--215", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268846", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The authors propose that a correlation exists between collaboration and success by novices when learning computer programming. Research in an introductory course was conducted that focused on answering several questions: At what time in their learning java programming and algorithmic problem solving, would a student benefit best by collaboration? At what time during the problem solving process would the learner benefit greatest by collaboration? Would the student benefit greater by collaborating with 1 student in the class, a group, or an expert mentor/coach? What cognitive and affective strategies are used during various types of collaboration? Does collaboration increase problem solving performance by females. This research will advance fundamental knowledge of teaching and learning of computer science. It will further the understanding of problem solving and strategies used in learning computer programming and whether collaboration is important.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Egan:2007:TWC, author = "Mary Anne L. Egan", title = "Teaching a ``women in computer science'' course", journal = j-SIGCSE, volume = "39", number = "3", pages = "216--220", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268848", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "There has been much research on the lack of women in the discipline of computer science. It is an important area about which we need to educate our students. Unfortunately, information about suggested syllabi, activities and textbooks is lacking. This paper presents the outline of a course that has been taught including the books, papers and activities that were used. It also presents the outcomes of the course and suggestions for future incarnations of this course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lang:2007:SFI, author = "Catherine Lang and Judy McKay and Sue Lewis", title = "Seven factors that influence {ICT} student achievement", journal = j-SIGCSE, volume = "39", number = "3", pages = "221--225", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268849", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In the process of establishing an audit of student achievement by gender as part of a Women in IT project, seven factors were identified that affect student success. These seven factors had minimal effect when they occurred in isolation within a unit of study, but certain combinations of factors created a learning environment that was detrimental to all students, and in other instances a learning environment that was particularly unfavourable for female students. The impact of these findings has resulted in a set of recommendations to improve the teaching of IT in universities in general.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Voyles:2007:TRS, author = "M. M. Voyles and S. M. Haller and T. V. Fossum", title = "Teacher responses to student gender differences", journal = j-SIGCSE, volume = "39", number = "3", pages = "226--230", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268850", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The recent uncertainties in computer science (CS) enrollments have prompted computer science educators to seek ways to increase interest in CS, especially among women. Several current approaches to increasing gender balance in CS have been based on pre-college intervention, recruitment, and curriculum change. Less attention has been paid to the ways in which instructors respond differently --- even unconsciously --- to females and males in computer science learning environments, and whether these differences can affect achievement or interest in CS. Our study looks at early learners (fourth through sixth graders, where gender differences seem first to become more prominent) and their teachers in a summer enrichment program using robotics. We examine the ways teachers interact with groups of girls and of boys and the changes in attitude and achievement shown by the girls and boys during the summer programs. These observations help us understand the extent to which teachers can affect student interest in computing and can prepare us better to address the ways in which we can achieve CS gender balance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jones:2007:SSN, author = "Sue Jane Jones and Gary E. Burnett", title = "Spatial skills and navigation of source code", journal = j-SIGCSE, volume = "39", number = "3", pages = "231--235", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268852", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Learning to program is a difficult process, and students that perform well in other subjects may not produce comparable results in programming. Evidence suggests that some programmers are inherently more skilled than others, and one individual difference that has been shown to be important is spatial ability. This cognitive characteristic is implicated in successful real-world navigation. It is also important for navigating within hypertext, and there is a growing recognition that it has a part to play in program comprehension and development, with navigation of source code considered similar to navigating in the real world. Little research has been carried out to study the navigational patterns of programmers with differing spatial skills. In this study, 24 students enrolled on a Masters in IT course at a University in the UK were given a code comprehension exercise. Various measures were made of time taken and movement around the code. Those with high spatial ability completed the task in shorter time, spent less time searching around deciding where to go next, and jumped more frequently within and between class files. Strong relations were also found between spatial ability and results in programming modules, with much weaker relations with non-programming modules. This paper discusses the implications of these results in relation to the accessibility of programming to learners with low spatial ability.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vainio:2007:FNP, author = "Vesa Vainio and Jorma Sajaniemi", title = "Factors in novice programmers' poor tracing skills", journal = j-SIGCSE, volume = "39", number = "3", pages = "236--240", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268853", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Novice programmers' program tracing skills have been found to be poor but the difficulties leading to inefficient tracing are not well known. To study this issue, we conducted exploratory interviews that included program comprehension tasks with novice students and analyzed comprehension protocols to identify specific difficulties affecting novices' ability to trace programs. Based on the qualitative analysis, we describe four specific difficulties students had with program tracing-single value tracing, confusing function and structure, inability to use external representations, and inability to raise abstraction level-and discuss ways to help students to overcome these difficulties.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chinn:2007:PSS, author = "Donald Chinn and Catherine Spencer and Kristofer Martin", title = "Problem solving and student performance in data structures and algorithms", journal = j-SIGCSE, volume = "39", number = "3", pages = "241--245", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268854", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Active and problem-based learning environments strive to improve students' problem solving skills. To better understand students' problem solving processes and thus guide the structure and development of such environments, we asked students to solve data structures and algorithms problems and to verbalize their thoughts as they solved them. In this paper, we discuss methodological issues associated with the analysis of their verbalizations. We then analyze and discuss the relationship between statistics that describe students' problem solving process and their performance in the course they were taking at the time, either the data structures or algorithms course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levy:2007:WWH, author = "Ronit Ben-Bassat Levy and Mordechai Ben-Ari", title = "We work so hard and they don't use it: acceptance of software tools by teachers", journal = j-SIGCSE, volume = "39", number = "3", pages = "246--250", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268856", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Animation systems-software tools that can show a dynamic view of the execution of a program-were designed to help novices improve their understanding and to help teachers facilitate learning. Preliminary studies on the effectiveness of animation systems on the understanding of students have shown encouraging results. Nevertheless, the use of animation system is not very widespread. This paper presents the results of a phenomenographic study designed to describe the different ways that teachers experience the use of an animation system as a pedagogical tool. The results suggest that increased acceptance of such tools by teachers depends on integrating the tools with other learning materials and on addressing the role of the teacher in the use of software by the students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Myller:2007:AET, author = "Niko Myller and Mikko Laakso and Ari Korhonen", title = "Analyzing engagement taxonomy in collaborative algorithm visualization", journal = j-SIGCSE, volume = "39", number = "3", pages = "251--255", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268857", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "More collaborative use of visualizations is taking place in the classrooms due to the introduction of pair programming and collaborative learning as teaching and learning methods. This introduces new challenges to the visualization tools, and thus, research and theory to support the development of collaborative visualization tools is needed. We present an empirical study in which the learning outcomes of students were compared when students were learning in collaboration and using materials which contained visualizations on different engagement levels. Results indicate that the level of engagement has an effect on students' learning results although the difference is not statistically significant. Especially, students without previous knowledge seem to gain more from using visualizations on higher engagement level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lahtinen:2007:TPV, author = "Essi Lahtinen and Hannu-Matti J{\"a}rvinen and Suvi Melakoski-Vistbacka", title = "Targeting program visualizations", journal = j-SIGCSE, volume = "39", number = "3", pages = "256--260", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268858", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "To instruct students on the use of visualizations most beneficially the teacher needs to know who the students are that use the visualizations, for what they use them, and what kind of problems they have. Empirical research has been carried out on the educational impact of visualizations in test situations, but this survey presents the students' normal way of studying when the use of visualizations is voluntary. We present the results of an international survey of 335 students who are studying programming and whose teachers have offered visualizations as extra material for the students. Their teachers also answered the survey. The article analyses different kinds of student groups, their usage of visualizations, and problems with them. We explore the background and motivation of the students and compare this information to their experiences of the use of the visualizations. We identified two groups of students who use visualizations differently: moderately successful students able to work independently and weaker students who need teachers guidance with the visualizations. We suggest tips for teachers on how to use visualizations in teaching and provide information for the development of program visualization tools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kheir:2007:IDS, author = "Richard Kheir and Thomas Way", title = "Inclusion of deaf students in computer science classes using real-time speech transcription", journal = j-SIGCSE, volume = "39", number = "3", pages = "261--265", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268860", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Computers increasingly are prevalent in the classroom, with student laptops becoming the norm, yet some beneficial uses of this widespread technology are being overlooked. Speech recognition software is maturing, and possesses the potential to provide real-time note taking assistance in the classroom, particularly for deaf and hard of hearing students. This paper reports on a practical, portable and readily deployed application that provides a cost-effective, automatic transcription system with the goal of making computer science lectures inclusive of deaf and hard of hearing students. The design of the system is described, some specific technology choices and implementation approaches are discussed, and results of two phases of an in-class evaluation of the system are analyzed. Ideas for student research projects that could extend and enhance the system also are proposed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Deibel:2007:SOI, author = "Katherine Deibel", title = "Studying our inclusive practices: course experiences of students with disabilities", journal = j-SIGCSE, volume = "39", number = "3", pages = "266--270", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268861", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Students with disabilities can experience difficulty in receiving an education; inclusive education is an educational practice designed to ameliorate these problems. This paper presents the design for a study of the current inclusive practices in computer science courses. Challenges in studying the experiences of disabled students are discussed, and a methodology using semi-structured interviews and grounded theory is developed to address these difficulties. A pilot study involving students taking their first computing courses is also described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bueno:2007:LCA, author = "F. Javier Bueno and J. Raul Fern{\'a}ndez del Castillo and Soledad Garcia and Reca Borrego", title = "{E}-learning content adaptation for deaf students", journal = j-SIGCSE, volume = "39", number = "3", pages = "271--275", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268862", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Deaf students hardly ever finish higher studies. One of the biggest difficulties they have to face in studying for their degrees is reading comprehension. This paper presents a study about their needs when reading a text, and proposes several measures to alleviate this problem. The methodology proposed in this paper, when applied to adapt an e-learning Computing course, has achieved a promising improvement of the understanding level of this kind of student.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chandra:2007:LVC, author = "Surendar Chandra", title = "Lecture video capture for the masses", journal = j-SIGCSE, volume = "39", number = "3", pages = "276--280", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268864", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Earlier work had shown the positive learning impact of the ability to review class lecture videos. Prior video capture systems used university provided infrastructure such as video technicians and post-production facilities. However, such capture is expensive; forcing schools to carefully choose the courses that can be video taped. We show that technology advances can allow every faculty member to make a modest effort and video tape their lectures, perform simple post processing and disseminate the contents either through their own web servers, using podcasts or via services such as Google video. Consumer grade HD cameras remove the need for accurate tracking of the faculty member and chalkboards; one stationary camera can frame the entire chalkboard. Desktop computers are powerful enough to perform the required multimedia operations. The faculty can also add pedantically useful annotations; a step that is unlikely to be performed by the video technicians. Many students own iPods, PSPs, laptops and other devices that allow them to watch the video at their convenience. We report on the tools used, the associated network cost and our experiences with video recording an undergraduate Operating Systems (Spring 2006). For the twelve month duration from Feb '06 --- Feb '07, the OS course consumed over five days worth of our external network link bandwidth. The network cost in distributing all the lectures taught in our university can be prohibitive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bar:2007:ISI, author = "Henning B{\"a}r and Gina H{\"a}ussge and Guido R{\"o}{\ss}ling", title = "An integrated system for interaction support in lectures", journal = j-SIGCSE, volume = "39", number = "3", pages = "281--285", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268865", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper motivates the use of an interaction support system both during and outside lectures. We describe requirements for an ``optimal'' system based on an investigation of related interaction support systems. An example system architecture that satisfies these requirements is presented. The evaluation of the system clearly shows its usability.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2007:SES, author = "Christopher James Martin", title = "{Scribbles}: an exploratory study of sketch based support for early collaborative object oriented design.", journal = j-SIGCSE, volume = "39", number = "3", pages = "286--290", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268866", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Scribbles represents a light weight intuitive tool to support early collaborative software design. Collaboration is not well supported in many modern CASE (computer aided software engineering) environments making paper and white boards an attractive alternative. As a result of this, CASE tools tend to be more suited to documenting designs rather than assisting the generation of a design, meaning that early ideas may be lost. Scribbles uses shape recognition, to allow freehand manipulation of a hybrid Mind Map. This preserves the simplicity of paper or a whiteboard whilst adding the ability to capture early design ideas in a reusable way. This is a very lightweight modeling environment ideally suited to introducing students to Object Oriented Design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adelmann:2007:IFF, author = "Robert Adelmann and Tobias Bischoff and Tobias Lauer", title = "{IDEA}: a framework for the fast creation of interactive animations by pen sketching", journal = j-SIGCSE, volume = "39", number = "3", pages = "291--295", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268868", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We present a Java-based framework for the easy and on-the-fly creation of algorithm animations. Animations are created by sketching both the objects that should be animated and operations that should be performed on them. The IDEA (Interactive Domain rEcognition and Animation) framework combines the recognition of drawn structures, the interaction with these structures and their animation in order to achieve an effortless and natural creation of animations. The framework itself supports the creation of animations in arbitrary domains through a dynamic plug-in architecture, where so-called domain modules encapsulate all domain-specific semantics. Its application and potential is outlined by the help of three prototypical domain modules for linear lists, Petri nets, and the game Connect-four.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Crescenzi:2007:FIA, author = "Pilu Crescenzi and Carlo Nocentini", title = "Fully integrating algorithm visualization into a {CS2} course.: a two-year experience", journal = j-SIGCSE, volume = "39", number = "3", pages = "296--300", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268869", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We describe a two-year experience of fully integrating algorithm visualization technology into a CS2 course on data structures and algorithms. Our integration methodology was based on the engagement taxonomy proposed by the working group on Improving the Educational Impact of Algorithm Visualization: in particular, we used five forms of engagement of this taxonomy, that is, the no-viewing, the viewing, the changing, the constructing and the presenting forms. The integration of algorithm visualization technology into the course culminated in the writing of a textbook on the design, analysis and visualization of data structures and algorithms, whose reading is strictly dependent on the use of an algorithm visualization tool, called Alvie, which has been developed by the authors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Erkan:2007:DSV, author = "Ali S. Erkan and T. J. VanSlyke and Timothy M. Scaffidi", title = "Data structure visualization with {\LaTeX} and {Prefuse}", journal = j-SIGCSE, volume = "39", number = "3", pages = "301--305", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268870", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We report two ways with which data structures as well as their algorithmic operations can be visualized. The first method uses LaTeX to automatically generate diagrammatic presentation material from extended versions of the Java implementations of well-known ADTs. The second method uses the Prefuse API to explore objects created in running Java programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rowan:2007:YUH, author = "Murray Rowan and Tim Hawkins and Andy Cobley", title = "{Yahoo University} hackday", journal = j-SIGCSE, volume = "39", number = "3", pages = "306--306", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268872", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Yahoo has recently embarked upon a program of supporting and organising ``University Hack Days''. This program is designed to help Yahoo reach out to new generations of aspiring web developers, and provide them with early experience of what it's like to work in the competitive new media development industry. HackDays$^{[1]}$ are also a great vehicle for Yahoo to use to help foster awareness of its APIs and other technologies from the Yahoo Developer Network$^{[2]}$ that can be used and mixed to create innovative new ``mash-ups''. The program encourages students to perform the following tasks: 1. To come up with a new and innovative idea that has relevance to the new media industry. 2. To present their ideas in a fashion designed to inform others about the nature of their project, and to invite discussion and feedback from industry professionals. 3. To develop a working prototype using the most appropriate technologies and development techniques. 4. To present the finished project in a competitive environment similar to that met in commercial organisations. The ``University Hack Day'' is an extension of the ``Hack Day'' program that Yahoo has been running internally for its engineers and now publicly in the ``Open Hack Day'' program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sloan:2007:HSI, author = "David Sloan and Barbara Nelson and Martin Sloan", title = "How should inclusivity influence teaching of {ICT} design?", journal = j-SIGCSE, volume = "39", number = "3", pages = "307--308", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268873", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Accessibility and inclusive design is an important aspect of ICT education. This involves not only developing technical skills required to create accessible technology, but also fostering an awareness of the diversity amongst ICT users in terms of their capabilities and access environment. This session explores how CS learners can achieve not only skills in inclusive design but also acquire a more in-depth understanding of diversity and this influences the design of the ICT they produce.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2007:CRA, author = "Elizabeth K. Hawthorne and Robert D. Campbell and Karl J. Klee", title = "Curricular resources from the {ACM Two-Year College Education Committee}", journal = j-SIGCSE, volume = "39", number = "3", pages = "309--309", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268875", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This poster presentation highlights the curricular resources available from the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board. This Committee is charged with developing computing curricula for associate-degree granting institutions. To this end, the TYCEC has published curriculum guidelines in each of the computing sub-disciplines: Computer Science, Information Technology, Computer Engineering, Information Systems, and Software Engineering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cunningham:2007:CGC, author = "Steve Cunningham", title = "A computer graphics curriculum to meet the {European Bologna} requirements", journal = j-SIGCSE, volume = "39", number = "3", pages = "310--310", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268876", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Computer graphics programmes in Europe have been working to address the requirements of the Bologna education process. This poster presents the results of a workshop held in Vienna, Austria in September 2006 that developed an outline for computer graphics curricula to meet those requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Draganova:2007:TAW, author = "Chrisina Draganova and Vassil Vassilev", title = "Teaching {AJAX} in {Web}-centric courses", journal = j-SIGCSE, volume = "39", number = "3", pages = "311--311", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268877", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Asynchronous JavaScript and XML (AJAX) is a web development technique for building responsive web applications behaving in a similar fashion to traditional desktop applications. This poster illustrates ideas for teaching the AJAX technique in web-centric courses based on the experience of implementing these ideas at London Metropolitan University and provides links to resources appropriate for use in laboratorial work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2007:PWW, author = "Tracy L. Lewis", title = "Are pictures worth 1000 words? the use of affective imagery surveys to capture student perceptions of the computing discipline", journal = j-SIGCSE, volume = "39", number = "3", pages = "312--312", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268878", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tremblay:2007:EMT, author = "Guy Tremblay and Louise Laforest and Aziz Salah", title = "Extending a marking tool with simple support for testing", journal = j-SIGCSE, volume = "39", number = "3", pages = "313--313", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268879", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Oto is a customizable and extensible marking tool which aims at providing timely feedback to students. Based on simple test cases description formats, Oto also includes operations that help students easily test-even ``mark''-their own programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dooley:2007:ECS, author = "John F. Dooley", title = "Experiences with {CC2001} at a small college", journal = j-SIGCSE, volume = "39", number = "3", pages = "314--314", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268880", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this poster, we describe our experiences over the past two years using the CC2001 small department model for our computer science major. We discuss issues with the number of required courses, the mathematics requirement, course prerequisites, our capstone experience, and the relative lack of computer science theory in the new curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Albin-Clark:2007:MTM, author = "Adrian Albin-Clark", title = "{MaBL}: a tool for mapping pseudocode to multiple implementation languages", journal = j-SIGCSE, volume = "39", number = "3", pages = "315--315", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268881", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Some students have done little or no programming. Some may have previously used the adopted language(s) of an institution. For some, English may not be their first spoken language. Some may be dyslexic. Bridging material for intra- or inter-institutional programming languages may not exist. A new tool MaBL is proposed, that facilitates mapping pseudocode to program statements in multiple implementation languages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hwang:2007:TOS, author = "Seung-won Hwang", title = "Teaching operating systems with {Windows}: experiences and contributions", journal = j-SIGCSE, volume = "39", number = "3", pages = "316--316", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268882", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Operating system is one of the largest pieces of software, which makes its understanding quite intimidating to students. This paper reports our experiences of complementing the traditional Unix-based operating system curriculum with Windows alternative. Our goals are two-fold: First, we aim at making the learning of operating system concepts more relevant to students, by using Windows which is a dominant operating system choice among students, Second, we aim at making the course more diverse, by presenting alternative design examples to Unix-based instructional materials such that students can learn from comparing and contrasting. In this poster, we will present available educational resources and our contributions to them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2007:SMM, author = "Ian Douglas Sanders and Vashti C. Galpin", title = "Students' mental models of recursion at {Wits}", journal = j-SIGCSE, volume = "39", number = "3", pages = "317--317", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268883", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/python.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Recursion is a concept which all computer scientists should understand and be able to use but novices find it difficult to master. In the School of Computer Science at the University of the Witwatersrand (Wits) we have for a long time been concerned about how we can assist our students with recursion [4, 1, 3]. One thrust of our research is the study of the mental models of recursion (c.f. Kahney [2]) which our first year students develop. Most of our students encounter recursion for the first time in our Fundamental Algorithmic Concepts (FAC) course. When we originally investigated the mental models of our students we noted that although many of them seem to develop the viable copies model there are still many that develop models which are non-viable (i.e., that cannot be relied on to lead to a correct result) [1]. Thus we adapted the way in which recursion was introduced in FAC in 2003, 2004 and 2005 by introducing more complex recursive algorithms earlier to help in the development of the copies mental model. We then compared the mental models developed by the 2003, 2004 and 2005 students to those developed by the earlier group [3]. The results indicate that more of the students were developing viable mental models of recursion and thus that the changes to our teaching were benefitting our students. In 2006 we changed the programming language in which our students implement algorithms to Python (from Scheme). In essence the programming language was the only change made as the course was still taught in a ``functional'' style to emphasize the link between the formal specification of a problem, the solution to the problem and the program. We did, however, feel it was important to assess the impact of the change on our students' mental models of recursion. We thus did a similar study on the 2006 students to that on earlier cohorts. The students' traces from two recursive algorithms were categorised into the mental models previously observed [1,3] by identifying how the student deals with the active flow, base case and passive flow in their trace and then by combining this information into an overall categorisation of the trace for that algorithm. Overall the results are in line with our previous results which showed that the copies model is the dominant model for a recurrence relation type of recursive function but that for list manipulation problems some students showed an active or looping model. These results indicate that our teaching approach, even with the switch to Python, is assisting our students in developing a viable copies mental model of recursion. Such a mental model is more likely to lead to correct traces of recursive algorithms. An interesting new result was the emergence of a passive mental model. Here the students recognised that the recursive algorithm would somehow get to the base case and then used the base case plus the implicit definition of the function in the algorithm to build up the required solution. This model may have arisen because the students were given a recurrence in Tutorial 1 and asked to calculate what value would be returned. Solving the recurrence essentially meant working up from the value where the result is defined directly until the desired answer is found. Some students may have adopted this as their model of recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lapidot:2007:ISS, author = "Tami Lapidot and Dan Aharoni", title = "The {Israeli} summer seminars for {CS} leading teachers", journal = j-SIGCSE, volume = "39", number = "3", pages = "318--318", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268885", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this poster, we describe a four years experience of summer seminars for high-school computer-science (CS) leading teachers in Israel. The seminars featured encounters between CS researchers and teachers, as well as pedagogy based activities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassen:2007:VLE, author = "T. Cassen and K. R. Subramanian and Jeffrey Alexander and Drew Linderman and A. Nasipuri", title = "A visual learning engine for interactive generation of instructional materials", journal = j-SIGCSE, volume = "39", number = "3", pages = "319--319", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268886", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Austin:2007:SMS, author = "Shermane A. Austin and Leon P. Johnson and John M. Flowers", title = "Stimulating minority student retention with {BalloonSAT} projects", journal = j-SIGCSE, volume = "39", number = "3", pages = "320--320", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268887", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This poster describes outcomes associated with the integration of a BalloonSAT project in Computer Science curriculum to stimulate minority student recruitment and retention. BalloonSAT projects involve the launch of high-altitude helium-filled balloons with communications equipment, scientific sensors, and on-board computers coupled with ground-based tracking, retrieval, data archiving and analysis. The primary module include communication and tracking equipment --- typically VHF or UHF radios with Terminal Node Controllers (TNCs) and GPS receivers to transmit balloon telemetry using APRS, a radio digital mode. The secondary modules (science payloads) may include flight computers and relay controllers integrated with sensors such as temperature, pressure and other data loggers, Geiger counters, CO2 monitors, digital or analog cameras, etc. Students typically design, solder, assemble, test the components and interface sensors with microcontrollers. The project has expanded to include monitoring of tropospheric ozone and students participated in NASA-based data validation teams. A number of colleges embed BalloonSAT projects in interdisciplinary courses as well as capstone projects. We describe initial results of the impact of this project in the Computer Science curriculum of a small, urban primarily minority-serving institution. The project integrates electronics skills with computer science discipline areas and scientific investigation. The project is offered in a Special Projects Computer Science course supporting curriculum linkages in traditional areas including data communications, scientific programming, database systems, and digital logic design. In the two years since the project has been implemented, approximately 30 students have participated in the special projects course with direct involvement in the BalloonSAT. Students are integrated into Special Topics courses based on the BalloonSAT project immediately following completion of sophomore-level Computer Science courses. Summer internship opportunities are also available and supported by external funding. The project is intended to support and complement student performance in upper-level Computer Science courses and provide motivation towards attainment of the BS degree. The project also helped to broaden student understanding of potential career choices including graduate studies. Further proof of this lies in the fact that every eligible student chose to participate in external summer internships in primarily NASA-related areas. Although the BalloonSAT course has special characteristics that are not generally exportable, it is worthwhile exploring the more generic features that appear to stimulate retention and degree completion. These include the early introduction of compelling applications with links to curriculum which are interdisciplinary in nature, foster teamwork and collaboration and provide students with a broader understanding of their potential roles in the science and engineering community. The project is partially supported by several NASA grants including State Space Grant Consortia.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moreno:2007:AIM, author = "Lourdes Moreno and Paloma Mart{\'\i}nez and Bel{\'e}n Ru{\'\i}z and Ana Iglesias", title = "Accessible interface for multimedia presentation in inclusive education", journal = j-SIGCSE, volume = "39", number = "3", pages = "321--321", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268888", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Among the technological solutions to achieve an inclusive education, the educative electronic accessible resources providing content adaptability is an alternative which reduces discrimination. It also favors the inclusion with right equalities which can be used by students regardless of their specific need and use contexts. Following this line of adaptability of contents on the web, a practical case [1] has been launched: an accessible interface of a multimedia resource with caption and audio description that offers the user the control over the decision of which sound and/or visual alternatives he wants to be introduced to. This resource has been designed with Universal Design criteria which are found in the Inclusive Design methodological framework.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ghafarian:2007:IPU, author = "Ahmad Ghafarian", title = "Ideas for projects in undergraduate information assurance and security courses", journal = j-SIGCSE, volume = "39", number = "3", pages = "322--322", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268889", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this work, we present some ideas for projects that can be used in undergraduate Information Assurance and Security (IAS) courses. The projects range from cryptanalysis of ciphertext, network security, security vulnerability analysis, and programming to demonstrate buffer overflow. The projects can be used in IAS courses such as cryptography, network security, and computer security. Alternatively, they can be used as separate modules in computer science courses such as operating systems, networking, and programming. Some of these projects have been piloted by the author and have achieved their objectives.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Benaya:2007:UTA, author = "Tamar Benaya and Ela Zur", title = "Understanding threads in an advanced {Java} course", journal = j-SIGCSE, volume = "39", number = "3", pages = "323--323", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268890", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This poster describes difficulties in understanding threads in an Advanced Java course given at the Computer Science department of the Open University of Israel (OUI). We present a typical question which focuses on several aspects of multi-threaded programming given in an exam. We discuss the students' answers and point to typical misunderstandings of the topic.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hayes:2007:IAA, author = "Alan Hayes and Pete Thomas and Neil Smith and Kevin Waugh", title = "An investigation into the automated assessment of the design-code interface", journal = j-SIGCSE, volume = "39", number = "3", pages = "324--324", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268891", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this paper, we present an investigation into the development of a framework for the automatic grading (marking) of student submitted course work. We discuss this framework, its structure and its subsystems. Our framework has been developed in the context of the student submission consisting of two components: a design (using the UML methodology) and source code (using the Java programming language). The focus of our framework is upon the consistency between the student code and design. We discuss its context and development and highlight how we can infer structure from the student submission and use this to inform the assessment process. We describe the approach we are currently undertaking to instantiate this framework and apply it to work submitted for assessment by undergraduate computing students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burea:2007:CAI, author = "Vladim{\'\i}r Burea and Pavel Cech", title = "Complexity of ambient intelligence in managerial work", journal = j-SIGCSE, volume = "39", number = "3", pages = "325--325", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268892", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Recently, ambient intelligence a vision of information society of the future has become the subject of attention of many theorists and practitioners. The achievement of ambient intelligence postulates an adequate shift in thinking. The shift in thinking concerns also managerial work. The paper presents on field experience on how to test the meaningfulness of teaching systems thinking for managers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Govender:2007:USP, author = "Irene Govender", title = "Understanding students' performance in programming assessment questions", journal = j-SIGCSE, volume = "39", number = "3", pages = "326--326", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lapidot:2007:SGC, author = "Tami Lapidot", title = "Supporting the growth of {CS} leading teachers", journal = j-SIGCSE, volume = "39", number = "3", pages = "327--327", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268895", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "As a response to curricular changes in Israel and high school teachers' requests, a special leading teachers' course was created. The course has three main goals: deepen participants understanding of the object oriented paradigm; strengthen the group as a professional community; and foster leadership growth.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Owens:2007:CEO, author = "Barbara Boucher Owens and Vicki L. Almstrum and Lecia J. Barker", title = "The computing educators oral history project: planning for the future", journal = j-SIGCSE, volume = "39", number = "3", pages = "328--328", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268896", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This poster will showcase the planning stage of a project to develop a searchable repository of artifacts relating to the personal histories of computing educators. Artifacts will include digital audio interviews, interview transcripts, photographs, vitas, and other relevant items. Individuals included in the collection will be balanced across factors such as gender, geographic location, age, race/ethnicity, and institutional size. A key use of the project will be to support, recruit, and retain under-represented groups.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leidl:2007:HWF, author = "Martin Leidl and Guido R{\"o}{\ss}ling", title = "How will future learning work in the third dimension?", journal = j-SIGCSE, volume = "39", number = "3", pages = "329--329", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268897", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this paper, we describe the possibilities of virtual worlds for educational purposes, and justify the need for special design and usability concepts for learning applications within these worlds.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Whaley:2007:DSK, author = "H. Whaley and S. Grice", title = "Do students know best?: experiences of allowing students to become course designers", journal = j-SIGCSE, volume = "39", number = "3", pages = "330--330", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268898", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Computing departments are in an exclusive position to utilise students, as it is the nature of the subject area that ensures students have both the knowledge of the course material and the ability to develop resources for online environments. They have greater computer literacy levels than peers in other domains and can adapt the skills learnt through their curriculum to the context of online resource creation for education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Raveh:2007:THS, author = "Barak Raveh and Bruria Haberman and Cecile Yehezkel", title = "Transforming a high school student project in computer science into a significant scientific achievement", journal = j-SIGCSE, volume = "39", number = "3", pages = "331--331", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268899", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "A special program for high school has been in operation in Israel whose aim is to expose young students to the field of computing. During their studies the students are required to develop a software project, and thus gain experience in software design. In the past students lacked proper guidance in technologically demanding projects. Here we describe how the work of a student who chose to develop an engine for automatic completion of sentences by the computer was enhanced through cooperation with academia in the innovative ``Computer Science, Academia and Industry'' educational program. Albeit highly talented, the student lacked necessary formal knowledge in advanced computing technologies. A graduate student who specializes in the field has mentored the high school student throughout design and implementation phase, enabling him to grasp an intuitive understanding of state of the art algorithms, and contribute creative ideas of his own, resulting in an award-winning project of scientific significance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Halstensen:2007:HIO, author = "Maths Halstensen and Frode Haug", title = "Highly interactive online study skills course: ``unstuck''", journal = j-SIGCSE, volume = "39", number = "3", pages = "332--332", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268900", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This poster describes the most important aspects concerning design and development of an highly interactive web based study skills course called ``Unstuck'' which is a work in progress to be finished June 2008. ``Unstuck'' is a project started by both teachers and students from Gj{\o}vik University College and Telemark University College in Norway. This project started in 2006 as a result of experience from more than 10 years of teaching students with insufficient study skills. In this course we aim to present the theory and practice of ``How to study'' in an exiting interactive multimedia environment. Telemark University College has since 2002 educated students starting with only a certificate of completed apprenticeship. In 2007, approximately 70\% of all the students studying electrical engineering have this type of background, and insufficient study skills are a challenge. ``Unstuck'' will be used by students in secondary High school and University Colleges in Telemark, and Gj{\o}vik in Norway from August 2008. What makes Unstuck different from other study skills courses? The content of Unstuck is similar to other courses; the difference is the way the content is presented for the students. Unstuck will contain intensive use of interaction with the student, which involves various active actions such as pressing buttons, placing objects to specific locations on the screen, marking key words etc. Videos are used to demonstrate how to study in practice and to illustrate class room and other study related situations. At the end of the course the student will have a short test (quiz). If the student don't pass, it is possible to immediately repeat relevant sections, and subsequently repeat the test. ``Unstuck'' will be an easy to use interactive multimedia study skills course on the weB.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Larsson:2007:WIC, author = "Erik Larsson and Medhi Amirijoo and Daniel Karlsson and Petru Eles", title = "What impacts course evaluation?", journal = j-SIGCSE, volume = "39", number = "3", pages = "333--333", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268901", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Today most universities are using course evaluations. However, course evaluations are often discussed and questioned. This paper reports on a survey where we aim at finding out (1) if students have a preconceived notion of a course, (2) if course evaluation scores can be predicted early in a course, (3) if exam throughput impacts course evaluation, and (4) if web-based evaluation reflects the general opinion from students. The results from the study indicate that students do not let preconceived notion impact nor does exam throughput matter to course evaluation. Further, the final web-based results seem to correlate with opinion of students attending lectures. However, the evaluation grades tend to be defined early in the course; hence first impression lasts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gorra:2007:AUS, author = "Andrea Gorra and Sanela Lazarevski and Jackie Campbell", title = "An account of the use of synoptic assessment for students in the area of databases at level 2", journal = j-SIGCSE, volume = "39", number = "3", pages = "334--334", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268902", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The purpose of this poster is to share innovative teaching methods at Leeds Metropolitan University in the Innovation North Faculty of Information and Technology (INN Faculty). An explorative study has been undertaken to provide an initial evaluation of the use of synoptic assessments within the subject area of Computing. Synoptic assessments, also known as integrated assessments, help to enable students to make connections between modules, to increase the level of student engagement and to provide teaching staff with the opportunity to adopt a holistic approach to delivering modules. This type of assessment pulls together independent assessments from a number of modules into a single assessment exercise. Synoptic assessment is driven by providing an environment for synoptic learning via a supporting course structure. For this reason, the course structures of the Innovation North Faculty are described for all three undergraduate levels. See Table 1 for an example of the course structure for Level 2. A series of semi-structured interviews were conducted to learn about staff and students' perspectives on integrated assessments and their views of the learning environment in general. Twenty computing students were approached to talk about their experience with and opinions of integrated assessments. In addition to the student interviews, ten members of academic teaching staff were interviewed. The findings are the result of an exploratory study and should be taken as indicative. The use of synoptic assessments within the INN Faculty is currently evaluated in depth as part of the CETL ALiC project [1, 2] and results will be published in the near future. The analysis of the interviews indicates that students perceive the delivery pattern of block teaching and pairing of modules as beneficial. The main reason for this is that it enables students to concentrate on two subject areas at a time in comparison to the traditional semester structure of four modules. Potential areas for concern are the nature of modules that are paired and a fair marking scheme. Teaching staff feel that the synoptic assessment enabled by a case study has worked well for the students. However, issues with timetabling need to be considered, and dependencies between the paired modules need to be avoided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bueno:2007:ALA, author = "F. Javier Bueno and M. Goretti Alonso and J. Raul Fernandez del Castillo", title = "Assisting lecturers to adapt e-learning content for deaf students", journal = j-SIGCSE, volume = "39", number = "3", pages = "335--335", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268903", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Deaf students hardly ever finish higher studies. One of the biggest difficulties they have to face in studying for their degrees is reading comprehension due to their poor literacy skills. It is believed that though deaf people cannot hear, nothing impedes them being able to read because, in general they are not blind. Unfortunately this is not true as showed in [1]. This results in another barrier to their integration process in the education system, given that most of the contents delivered by a lecturer in a standard course are written, whether they are printed, downloaded or accessed in an e-learning platform. There are some questions to be considered if we want to find a solution for the problem depicted above. Firstly, it can be affirmed that each deaf person learns at his own pace and, what it is more important, that this pace is clearly different to his or her hearing classmates' pace [1]. Secondly, a number of studies show that deaf people whose main way of communication is sign language process images in an easier and more efficient way than words [2]. Thirdly, nowadays e-learning systems are used world-wide due to its ease of access and the pace being determined by the learner. Taking all these factors into account we should deduce that e-learning systems could constitute an appropriate way of learning for deaf people if courses were adequately adapted. Unfortunately, the vast majority of lecturers do not know about the problems that deaf people have to face when reading. Therefore, nearly all the written resources for education, including e-learning courses, are written for hearing people without any kind of adaptation. For the reasons depicted above it is necessary to adapt texts used in web pages or e-learning courses so they can understand them. In a previous work submitted and accepted to this conference, we have referred that we have obtained a knowledge database with several hundreds of words and expressions related to Computing Science and terms in common use that deaf people do not understand. Once we have this information, one of the following steps to adapt a text or is to enrich that vocabulary with visual resources like pictures or videos in sign language in order to translate or to explain the concepts expressed by that set of words. Nevertheless, this work is really heavy even if you have the knowledge database to hand. For this reason, we present a tool able to assist lecturers to adapt texts in a semiautomatic way. When given a text this tool highlights words or expressions difficult to understand for a deaf person with intermediate literacy skills and links them to some visual resources like the above mentioned. In addition, each image or video incorporates a short description of the word or concept to be explained with the visual resource. The tool is a light-weight, easy to use, accessible web application that can be used not only by teachers but also by deaf persons who want to expand the knowledge database inserting more words or expressions that they do not understand.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dickinson:2007:DRT, author = "Anne Dickinson", title = "'But {I} don't read text printed in {Braille} font'\ldots{}: parables from a business and information technology student", journal = j-SIGCSE, volume = "39", number = "3", pages = "336--336", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268904", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The author works in Coventry University and has been engaged in tutoring a student with disabilities who had enrolled for a degree in Business and IT at Coventry University. To do this, the author drew upon previous experiences in the Further Education (FE) sector at a College in the Midlands, where she taught Information Technology (IT) to diverse groups of students who had varied abilities. The ages of the FE students ranged from pre-16, visiting the College from a local special school to attend ``taster'' sessions, to adults, some of whom were seniors, attending a day centre for disabled adults that had a special arrangement for College tutors to give classes. The degree student was a white cane user, read Braille and navigated the computer with screen reader software. During her time at University, she took on an ambassadorial role: she gave guided tours to prospective students around the University campus during open days! From time to time she would recount stories that she described as amusing but which clearly showed ignorance on the part of her tutors. The title of this presentation is taken from one of her anecdotes. The Degree course in Business and IT had several workshops in Computing including statistics where spreadsheets and specialist software were used. The author was asked to tutor the student for the IT workshops of a year-long module. This included translating the instructional handouts from mouse-based to keyboard-based, being aware of potential problems with specialist software and the quirks of the online learning system (WebCT) [1] and finding ways of working around them all. This poster shows some of the issues related to the student's stories, the creating and translating of instructions for keyboard use and navigating the keyboard using JAWS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanchez-Torrubia:2007:NIT, author = "M. Gloria S{\'a}nchez-Torrubia and Carmen Torres-Blanc and Juan Castellanos", title = "New interactive tools for graph algorithms active learning", journal = j-SIGCSE, volume = "39", number = "3", pages = "337--337", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268906", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this poster, some tools for graph algorithms active learning are presented. These tools pursue a new goal on computer assisted educational resources, so as to acting as authentic virtual trainers extending teacher's hand through the Web. In other words, they are on line self assessment tools that help students to execute the algorithms by themselves, correcting their mistakes and providing students with clues to find the right solution. Furthermore, the tools might be used as complementary material for bLearning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pecinovsky:2007:OES, author = "Rudolf Pecinovsky and Jarmila Pavlickova", title = "Order of explanation should be interface: abstract classes --- overriding", journal = j-SIGCSE, volume = "39", number = "3", pages = "338--338", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268907", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Most textbooks about object-oriented programming start explaining the OOP triumvirate, inheritance --- abstract classes --- interface, in this order. The article explains why the Design Patterns First methodology changes this order of explanation. It suggests explaining the interface at the beginning of course. After some experience it should follow by explaining abstract classes and inheritance without method overriding and after more experience by explaining inheritance of standard classes and method overriding.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dickinson:2007:TVN, author = "Anne Dickinson", title = "'Touching the void'\ldots{}: narrowing the crevasse between the tactile diagrams that tutors request and those that work in reality", journal = j-SIGCSE, volume = "39", number = "3", pages = "339--339", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268908", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The author's previous role within the Further Education sector, at North Warwickshire and Hinckley College, was to teach Information Technology (IT) to diverse groups of students who had varied abilities. This role was drawn upon in the author's current role when asked to tutor a student who had enrolled for a Degree in Business and IT at Coventry University. The author was asked to tutor the student for the IT workshops of a year-long module. This included translating the instructional handouts from mouse-based to keyboard-based, being aware of potential problems with specialist software and the quirks of the online learning system (WebCT) and finding ways of working around them all. There were also occasions where it was necessary to create tactile diagrams [1] for the student. One of the diagrams produced was for critical path analysis. It was created to allow interactivity and to reflect a piece of specialist software that was used for helping students learn the topic. The materials used included using Euro cents, Wikki sticks [3] and string!. A technician had been assigned to produce tactile diagrams for other modules. The technician realised that there were problems with some of the requests for tactile diagrams that were being received from some tutors. From discussions, it was clear that tutors were unaware of the issues involved with creating and using tactile diagrams. A void existed between their understanding from a visual context and how a tactile diagram worked. For many instances, creating a tactile diagram would not be appropriate as the complexity would be multiplied. A set of simple guidelines were produced that the technician could use as an aid to explaining issues to the tutors --- 'touching the void' [5]. The tactile diagrams produced were using heated ``swell paper'' [2]. This meant that the diagram could be printed from an image on a computer. The resulting printout would be raised where lines were. However, it was discovered that this method gave some disappointing results. As there were no standards for tactile diagrams but some conventions and guidelines [4], a strategy was produced, from the experiences gained, to give optimum results when translating a diagram from the computer to the ``swell paper''. This poster displays examples of tactile diagrams, guidelines given to tutors for requesting tactile diagrams and strategies for creating printable tactile diagrams.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cornell:2007:CC, author = "Lee D. Cornell", title = "{CS2} for an {IS} curriculum", journal = j-SIGCSE, volume = "39", number = "3", pages = "340--340", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268909", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this paper, the elimination of the implementation of data structures from CS2 courses is discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cukierman:2007:LSS, author = "Diana Cukierman and Donna McGee Thompson", title = "Learning strategies sessions within the classroom in computing science university courses", journal = j-SIGCSE, volume = "39", number = "3", pages = "341--341", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268910", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This abstract describes a research project being conducted at a Canadian university in core first year undergraduate Computing Science courses. We are investigating the impact of integrating learning strategies instruction within the regular lab time of these courses to aid students' learning. Our concern, shared by educators and academic advisors, is that some students entering post secondary studies are unfamiliar with effective learning and study strategies. Our sense is that students most needing this support are those with a low grade level average. However, providing learning strategies instruction to these students only may be stigmatizing and counterproductive. Likewise,integrating learning instruction into regular course time may increase accessibility and inclusiveness for students who are reluctant to seek support even if needed. At the same time this integration may benefit any student, particularly if sessions are short enough. Universities commonly offer generic study skills courses. However, increasingly, and in line with our approach, educators are recommending including study strategies instruction within the context of regular academic courses. Some forms of such integration include supplemental instruction, adjunct courses and discipline-based study skills courses (references are not provided here due to lack of space). In contrast to these programs, our learning sessions are held within regular classes and are tied to course topics. Also, students are required to apply concepts reviewed during the learning session to course assignments. Aswell, sessions involve both the course instruction and session facilitator allowing for rich discussions about the application of learning theory to course assignments. We describe a representative semester offering in which we have run this project in two courses, including two academic strategies sessions per course. The first session, Learning Strategies, was graded and built into the courses' timetables. A second session, also specifically offered to the students in the courses, addressed stress and time management issues, which appear to interfere in the students' learning process. The Learning Strategies session introduced students to Bloom's taxonomy of learning levels [1] and demonstrated how this model applies to the course topics. Bloom's taxonomy is particularly relevant to the courses selected for our study, requiring that students be capable of applying the whole range of learning levels in Bloom's model. As a follow-up, students were required to develop questions at specified Bloom's learning levels, which were selectively included in the course exam. A second component of the Learning Strategies session asked students to consider ways of adapting for tasks of differing time demands: working outside of class on weekly assignments and writing time-pressured exams. The Stress and Time Management session was optional and did not provide course marks. This session dealt with signs of burn out, strategies to deal with it, and resources students can access to get support. In anonymous and voluntary questionnaires we surveyed students about the usefulness of integrating learning strategies instruction into their courses. In the semester described here there were 140 students in both courses; 59\% of the students submitted the questionnaires, 77\% attended a Learning Strategies session. Our analysis includes self-reported prior grade level, course commitment level average and level of motivation to attend learning sessions. Survey responses reveal that students who were most motivated to attend these sessions have relatively low prior grades: from C to B. This is in fact our intended audience: students who struggle to improve in their studies. Students with higher grade levels were not as interested. Other analysis showed that those students who have a higher course commitment level are more interested and find these types of sessions more useful. Many students responded that they want more time spent on this type of session and more practical learning advice. We also surveyed students about stress and time management. A much higher percentage of stressed students are found within those reporting intermediate prior grades. Very interestingly, those who declare the lowest commitment level proportionally report being the most stressed. Students assessing themselves lower in time management and study techniques also indicated having low levels of commitment to the course, suggesting that our intervention is worthwhile. So far we have implemented these sessions for three semesters and have analyzed the data from one semester only. However feedback from students and academic advisors confirms our preliminary results that this approach is very promising. Furthermore, our departments are currently considering applying our model to more courses. For the future, we will continue to investigate incorporating these and other learning activities into computing science courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kane:2007:ESP, author = "Shaun K. Kane", title = "Engaging student programmers as inclusive designers", journal = j-SIGCSE, volume = "39", number = "3", pages = "342--342", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268911", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "While awareness of accessibility standards and guidelines can help students learn to produce accessible web pages, overcoming real-world accessibility issues often requires creativity and flexibility. One way to develop these skills is to engage student programmers in design practice. This poster describes an undergraduate web programming course that used pedagogical techniques drawn from architecture and industrial design education to enable students to empathize with users with disabilities and to creatively address accessibility issues. Evaluative feedback from students indicates that this approach is effective in encouraging accessible design practices.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Byrd:2007:SRS, author = "Jonathan Byrd and Monty Carter and David Cook and Philip Kirkham and Martha J. Kosa", title = "Solving recurring student problems with recurrences", journal = j-SIGCSE, volume = "39", number = "3", pages = "343--343", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268912", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We describe a prototype of RRTS (Recurrence Relation Tutorial System), a tool for students to use to practice solving homogeneous and non-homogeneous recurrence relations, both linear and divide-and-conquer, that arise in algorithm analysis.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2007:UOB, author = "John Impagliazzo", title = "Using an outcome-based approach to assess computing programs", journal = j-SIGCSE, volume = "39", number = "3", pages = "344--344", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268913", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this poster, the author provides a pictorial demonstration of the elements associated with assessment and its relationship to the newly developed requirements by accrediting agencies in various countries. The presentation will provide insights on the meaning of accreditation and describes some of the new dynamics in worldwide accreditation. Assurance of educational quality encompasses assessment, often measured against established criteria. The poster describes forms of assessment and the difference between formal and informal assessment. It also provides definitions and examples of program mission, program goals, and program outcomes. It shows the difference between direct and indirect assessment and provides examples of embedded assessment, performance indicators, and the use of rubrics. The poster highlights the interaction of all these assessment characteristics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Xinogalos:2007:TJB, author = "Stelios Xinogalos and Maya Satratzemi and Vassilios Dagdilelis", title = "Teaching {Java} with {BlueJ}: a two-year experience", journal = j-SIGCSE, volume = "39", number = "3", pages = "345--345", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268914", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Skoric:2007:SSA, author = "Miroslav S. Skoric", title = "Summer schools on the amateur radio computing", journal = j-SIGCSE, volume = "39", number = "3", pages = "346--346", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268916", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Summer schools in computer science dedicated for pre-university students and their teachers would increase the number of decisions for studying CS. With adding a variety of computer-related amateur radio communications, we introduce excitement for learning and having fun in CS profession.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Marra:2007:SPT, author = "Jonathan D. Marra and Katherine G. Herbert and Jason T. L. Wang", title = "A study of phylogenetic tools for genomic nomenclature data cleaning", journal = j-SIGCSE, volume = "39", number = "3", pages = "347--347", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268917", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this poster we propose a method for addressing the genomic nomenclature problem by using phylogenetic tools along with the BIO-AJAX data cleaning framework.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Caronna:2007:PMP, author = "Jason S. Caronna and Rojita Sharma and Jonathan D. Marra and Virginia L. Iuorno and Katherine G. Herbert and Jeffrey H. Toney", title = "Prediction of modulators of pyruvate kinase in {SMILES} text using a priori methods", journal = j-SIGCSE, volume = "39", number = "3", pages = "348--348", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268918", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Pyruvate kinase is an enzyme that catalyzes the formation of pyruvate from phosphenolpyruvate in glycolysis. There is a wealth of data on the activity of certain molecules and their effects on pyruvate kinase. This project aims to create an application that uses a pyruvate kinase dataset to determine the nature of unidentified molecules; whether or not they would be activators or inhibitors of this enzyme. This application uses an Apriori algorithm to identify or predict modulators of pyruvate kinase. This initial study focuses on simplified molecular input line entry specification (SMILES) text as target data to be mined. The three dimensional structure of pyruvate kinase is known and accessible though the Protein Data Bank (e.g., PDB code IA3W).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pau:2007:WCH, author = "Reena Pau and Wendy Hall and Su White", title = "Women in computing: how does experience influence self-perception of computing careers?", journal = j-SIGCSE, volume = "39", number = "3", pages = "349--349", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268919", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "A preliminary survey of 680 UK school pupils was conducted in order to get an understanding of how experiences of computing out of school and at school influence the perception of computing careers and future career plans in computing. The study found that pupils perceive themselves in IT careers. This poster will demonstrate how these experiences influence future career choice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Omwega:2007:APR, author = "Eric Omwega and Jonathan Tsu and Monica Ugwi and Christine Wang", title = "Automation of {PE} recruiting process", journal = j-SIGCSE, volume = "39", number = "3", pages = "350--350", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268920", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Our web-based PE Recruiting System assists the athletic department in keeping track of potential recruits. It consists of two parts: a recruit site and a coach site. The recruit site allows recruits to create accounts and profiles, obtain campus visit information, and contact coaches. The coach site supports managing recruit data, sending email/letter, logging telephone calls, maintaining coach to-do lists and handling admission referrals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Omwega:2007:DOC, author = "Eric Omwega and Jonathan Tsu and Monica Ugwi and Christine Wang", title = "Development of an online campus map", journal = j-SIGCSE, volume = "39", number = "3", pages = "351--351", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268921", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The online campus map allows users to easily find buildings and rooms on campus. The program displays the location based on user input and location data stored in a database. The project originated from a software design class. Starting with the course's prototype system, our goal was to refine this project to improve its efficiency, maintainability, and interface.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Amelung:2007:ECB, author = "Mario Amelung and Michael Piotrowski and Dietmar R{\"o}sner", title = "{eduComponents}: a component-based e-learning environment", journal = j-SIGCSE, volume = "39", number = "3", pages = "352--352", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268923", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We present the eduComponents, a component-based approach to e-learning system architecture. In contrast to typical ``integrated'' platforms, the eduComponents are implemented as extension modules for a general-purpose content management system (CMS). The components can be used individually, together, and in combination with other modules. The use of a general-purpose (i.e., note-learning-specific) CMS means that a single platform can be used for e-learning and other Web content, providing the advantages of a uniform user interface, reduced system administration overhead, and extensive code reuse.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Solomon:2007:LSA, author = "Andrew Solomon", title = "{Linuxgym}: software to automate formative assessment of {Unix} command-line and scripting skills", journal = j-SIGCSE, volume = "39", number = "3", pages = "353--353", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268924", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This demonstration illustrates the way in which Linuxgym automatically assesses Unix command-line and scripting skills through practical activities. It is shown that the mechanism provides a substantial amount of formative feedback, and that data it accumulates can be coalesced into a report indicating to the teacher topics requiring better coverage.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2007:AT, author = "Guy Barker and Jane Prey", title = "Accessibility tools", journal = j-SIGCSE, volume = "39", number = "3", pages = "354--354", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268925", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "There is great interest in Microsoft in developing applications and tools that enable better accessibility to technology to non-traditional users. We will demonstrate a set of tools [http://herbi.org/default.htm] that have been developed by various people in MS who are passionate about accessibility. These tools are in developmental form, but we are anxious to have the computing community look at them, use them and provide us with feedback on how to make them better.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pullen:2007:NED, author = "J. Mark Pullen", title = "Network educationware demonstration", journal = j-SIGCSE, volume = "39", number = "3", pages = "355--355", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268926", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Network EducationWare (NEW) is a powerful and robust open-source multimedia system for synchronous Internet distance education. It supports blended presentations in a form we call simulteaching, where some students are in a traditional classroom and others participate in real time over the Internet. It also records the class as presented, so that students can attend class delayed in time. NEW has been designed to be highly modular and to make effective use of both network bandwidth and human time. Reference [1] describes how George Mason University has used NEW to offer a popular and innovative MS degree in Computer Science, at low cost. NEW consists of multi-platform, open source software that runs on inexpensive Windows and Linux computers. It implements both synchronous and asynchronous paradigms for distance education in a way that requires little additional effort on the part of the instructor and little additional cost for the institution, yet provides greatly increased accessibility to students and therefore promotes wider access to graduate computer science education. NEW is freely available to the Computer Science education community. Some important features which make it attractive are: o Works over dialup modem and most commercial Internet services, allowing live participation, record, and playback at any site. o Provides access to students at home or office, even through firewalls and network address translation (NAT) systems. o Features Web-based access with LDAP authentication and an open source course management database. o Audio and whiteboard interfaces with floor control and text chat panel allow full interaction with students over the Internet and require minimal learning time for faculty (video also is available with broadband Internet). o Supports authoring of graphic materials from any application. o Web-based Course Management system simplifies teaching, learning, and administration. This demonstration will feature the NEW clients for both Windows and Linux, in operation with the NEW Live and Playback servers over a local wireless network (see figure below for operational configuration). The NEW software will be available during the demonstration for installation and operation on attendees' laptop computers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Arnold:2007:IPL, author = "Ruedi Arnold", title = "Introducing propositional logic and queueing theory with the {InfoTraffic} interactive learning environments", journal = j-SIGCSE, volume = "39", number = "3", pages = "356--356", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268927", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "InfoTraffic [2] is a collection of learning environments for teaching fundamental concepts of computer science and mathematics. So far, the two programs LogicTraffic, targeted at propositional logic, and QueueTraffic, targeted at queueing theory have been released$^1$. Both are freely available and can be downloaded (along with teaching materials) from [1]. This demonstration abstract gives a very brief introduction to these two programs and their use in class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2007:EFF, author = "Guido R{\"o}{\ss}ling and Simon Kulessa and Silke Schneider", title = "Easy, fast, and flexible algorithm animation generation", journal = j-SIGCSE, volume = "39", number = "3", pages = "357--357", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268928", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "A common reason for not using algorithm animation in class or exercises is the amount of time needed to locate, adapt, or generate content. We present several components that try to improve this situation by providing easy, fast and flexible content generation. The different scope of the approaches makes it likely that they offer ``something for almost everyone''.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dickinson:2007:SQW, author = "Anne Dickinson", title = "Is the shortcut the quickest way to go?: translating instructions for keyboard navigation and other stories", journal = j-SIGCSE, volume = "39", number = "3", pages = "358--358", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268930", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The author works in Coventry University and has been engaged in tutoring a student with disabilities who had enrolled for a degree in Business and IT at Coventry University. To do this, the author drew upon previous experiences in the Further Education (FE) sector at a College in the Midlands, where she taught Information Technology (IT) to diverse groups of students who had varied abilities. The ages of the FE students ranged from pre-16, visiting the College from a local special school to attend ``taster'' sessions, to adults, some of whom were seniors, attending a day centre for disabled adults that had a special arrangement for College tutors to give classes. The degree student was a white cane user, read Braille and navigated the computer with screen reader software. During her time at University, she took on an ambassadorial role: she gave guided tours to prospective students around the University campus during open days! From time to time she would recount stories that she described as amusing but which clearly showed ignorance on the part of her tutors. The Degree course in Business and IT had several workshops in Computing including statistics where spreadsheets and specialist software were used. The author was asked to tutor the student for the IT workshops of a year-long module. This included translating the instructional handouts from mouse-based to keyboard-based, being aware of potential problems with specialist software and the quirks of the online learning system (WebCT) [1] and finding ways of working around them all. This ``tips and techniques'' session gives an account of some of these issues around the student's stories, creating and translating instructions for keyboard use navigating the keyboard using JAWS, and includes proposed solutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rubio-Sanchez:2007:ERF, author = "Manuel Rubio-S{\'a}nchez and Isidoro Hern{\'a}n-Losada", title = "Exploring recursion with {Fibonacci} numbers", journal = j-SIGCSE, volume = "39", number = "3", pages = "359--359", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268931", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper addresses the relationship between recursion and combinatorial problems, which may benefit teaching recursion in CS1/2 courses. Problems whose solutions are related to Fibonacci numbers are particularly interesting, since some can be decomposed by using different strategies, which may be based on the numerous Fibonacci identities or even on the concept of mutual recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheridan-Ross:2007:PTE, author = "Jakki Sheridan-Ross", title = "Practical tips for engaging students in team formation for multi-discipline computing projects", journal = j-SIGCSE, volume = "39", number = "3", pages = "360--360", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268932", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "In this note, we provide three top tips for organising a large scale event designed to engage students in team formation for multi-discipline computing projects. Leeds Metropolitan University's Innovation North Faculty of Information and Technology has an innovative curriculum design. In order to facilitate student engagement with a new cross-faculty module (designed to build upon previously acquired study skills and allow students to develop their range of research methodologies); a large scale event was held in November 2006 for over 700 final year undergraduate students. This one and a half day event included a number of exercises designed to help students meet peers from other computing disciplines with a view to working together to develop a project as part of a multi-discipline team in the second semester.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koppelman:2007:ETS, author = "Herman Koppelman", title = "Exercises as a tool for sharing pedagogical knowledge", journal = j-SIGCSE, volume = "39", number = "3", pages = "361--361", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268933", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "We propose an approach of making pedagogical knowledge of CS instructors explicitly available by coupling it to exercises.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2007:CCS, author = "James H. Paterson and John Haddow", title = "From classes to code: supporting the transition from design to implementation", journal = j-SIGCSE, volume = "39", number = "3", pages = "362--362", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268934", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "This paper describes provision of support for the implementation of fundamental class relationships through the use of a tool previously created for teaching design patterns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ben-Ari:2007:TCN, author = "Mordechai Ben-Ari", title = "Teaching concurrency and nondeterminism with spin", journal = j-SIGCSE, volume = "39", number = "3", pages = "363--364", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268936", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "The tutorial will familiarize the participants with the use of the Spin model checker in teaching concepts such as concurrency, verification and nondeterminism. They will also learn to use pedagogical software tools that I built based upon Spin: the jSpin environment for developing and verifying concurrent programs; SpinSpider, a tool for generating graphical representations of state diagrams of concurrent programs; VN, a tool for ``experiencing'' the nondeterminism of finite automata.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2007:TOO, author = "Michael H. Goldwasser and David Letscher", title = "Teaching object-oriented programming in {Python}", journal = j-SIGCSE, volume = "39", number = "3", pages = "365--366", month = sep, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1269900.1268937", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:36 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE'07).", abstract = "Python's use in education has grown rapidly, due to its elegantly simple syntax. Though often viewed as a ``scripting language,'' Python is a fully object-oriented language with an extremely consistent object model and a rich set of built-in classes. In this tutorial, we share our experiences using Python in the context of an object-oriented CS1 course. We will begin with an overview of the language, with particular emphasis on the object-orientation. We then present several coherent teaching strategies and a variety of graphical and non-graphical projects. Both new and experienced Python users are welcome.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Manaris:2007:DCE, author = "Bill Z. Manaris", title = "Dropping {CS} enrollments: or the emperor's new clothes?", journal = j-SIGCSE, volume = "39", number = "4", pages = "6--10", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345377", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Manaris07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "According to CRA [1], the number of new CS majors dropped by approximately 50\% from Fall 2000 to Fall 2006. So, what happened right before Fall 2001 when the CS enrollments started dropping?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2007:BEY, author = "C. Dianne Martin", title = "Blogger ethics and {YouTube} common sense", journal = j-SIGCSE, volume = "39", number = "4", pages = "11--12", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Martin07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "As our students live more of their lives on the internet using sites such as Facebook, YouTube, personal blogs and Second Life, those of us in the older generations may need to rethink how we can better mentor them to become good web citizens. Recently there have been a number of interesting controversies around sites that allow people to publish very personal glimpses into their lives or anonymous opinions. The posting of the video Obama Girl and similar bogus videos related to political candidates on YouTube has the potential to influence a presidential election. The recent discovery that John Makey, the CEO of Whole Foods, anonymously authored a blog that praised his company and slammed a rival he was trying to acquire in an attempt to manipulate stock prices has raised eyebrows at the Federal Trade Commission and resulted in a probe by the Securities and Exchange Commission for possible illegal actions. Many college students are finding out that dumb photos of themselves appearing to be drunk or on drugs, which they posted on FaceBook as a joke along with language to support the ruse, are now preventing them from getting jobs or security clearances. The site Second Life has generated both millionaires and bankruptcies as people vie to sell virtual space to each other.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2007:DSC, author = "Donald Gotterbarn", title = "Don't soil the commons: turning the blogosphere into the clogosphere", journal = j-SIGCSE, volume = "39", number = "4", pages = "12--13", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Gotterbarn07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In July I was fortunate to attend a Computer Ethics Conference in San Diego. One of the speakers referred to the concept of the 'Tragedy of the Commons'. I realized that a variation concept unfortunately models the ways we use and develop the internet.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2007:CCP, author = "Tony Clear", title = "Computing capstone projects and the role of failure in education", journal = j-SIGCSE, volume = "39", number = "4", pages = "13--15", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Clear07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "We held our end of semester capstone project presentations just the other day. Always an interesting experience, for students, audience and for me in particular as coordinator of our capstone project experience. Our Bachelor of Computer \& Information Sciences degree has broadened recently to include several new majors. So now in addition to our traditional software development majors, we have seen a variety of project presentations from students majoring in IT Security, Information Services, Net Centric-computing and a student studying a conjoint degree majoring in accounting and software development. Several teams had a combination of students from these different majors. This of course raises challenges for us in sourcing, coordination and assigning of projects, as well as for supervisors in overseeing the more multi-disciplinary model of learning that these projects bring forth.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Topi:2007:UMC, author = "Heikki Topi", title = "Update on the {IS} model curriculum revision project", journal = j-SIGCSE, volume = "39", number = "4", pages = "15--16", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345385", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Topi07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In my previous inroads IS Education column I described the first steps that had been taken toward the launch of a process to revise the undergraduate Information Systems model curriculum. The main purpose of this follow-up column is to give you an update of the status of the project and discuss the next steps.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2007:RTC, author = "Raymond Lister", title = "The {Randolph} thesis: {CSEd} research at the crossroads", journal = j-SIGCSE, volume = "39", number = "4", pages = "16--18", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Lister07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Justus Randolph recently completed a PhD dissertation which is a methodological review of computer science education research. His review is based upon 352 CSEd articles published between 2000 and 2005. While I do not agree with all aspects of Randolph's argument, it is a thought provoking dissertation. It is downloadable from a website [2] and I believe that most people who are active in CSEd Research should read it. To whet your appetite for the entire dissertation, I recommend that you first read the paragraph at the top of page 162, which begins ``The typical computer science education research paper is\ldots{}''", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2007:WID, author = "Henry MacKay Walker", title = "What image do {CS1\slash CS2} present to our students?", journal = j-SIGCSE, volume = "39", number = "4", pages = "18--19", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345389", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Walker07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In my discussions with prospective students and their parents, many or most high school students seem to believe that computer science focuses on some combination of three elements: surfing the Web, playing games, and hacking. Further, these potential students often believe that computing is solitary, mindless button-pushing, and antisocial. In addition, many of these folks have the impression that there are few jobs in the computing industry (most are outsourced), and the few that remain lack the potential for creativity or societal impact.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2007:VFF, author = "Elizabeth K. Hawthorne", title = "Visions of a future \ldots{} without forgetting the past", journal = j-SIGCSE, volume = "39", number = "4", pages = "19--20", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Hawthorne07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In his last column, Reflections on a History, Robert D. Campbell bade farewell as chair of the ACM Two-Year College Education Committee (TYCEC). On behalf of all committee members past and present, it is my pleasure and privilege as incoming chair to thank Bob for all his countless hours of service to the TYCEC over the past fourteen years. As chair for the last six years, Bob lead the committee to an exceptional record of accomplishment and by doing so continued the fine reputation of the committee. We extend our deepest appreciation for your personal dedication and noteworthy contributions. Likewise, we are so delighted to have ongoing access to your unique talents and vast experience as you remain a committee member and invaluable mentor. You most certainly will be a hard act to follow. I will endeavor to carry on your momentum as well as those of past chairs to promote this committee's extraordinary history into the foreseeable future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2007:RDL, author = "Judith Gal-Ezer", title = "Reflections on distance learning", journal = j-SIGCSE, volume = "39", number = "4", pages = "21--22", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345393", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Gal-Ezer07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Distance learning (DL) provides conditions that meet the constraints of individuals who work, raise a family, manage a household or serve in the military. Basically, DL is not space or time dependent and usually is not based on a central campus where lecturers and students gather, and in many cases no prerequisites are needed before enrolling. Thus, DL makes higher education available to those who wish to study but cannot do so in traditional universities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2007:MIE, author = "A. Joe Turner", title = "More on {IFIP} educational activities", journal = j-SIGCSE, volume = "39", number = "4", pages = "22--22", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345395", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Turner07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This column provides a summary of some recent and upcoming IFIP events.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2007:HC, author = "Owen L. Astrachan", title = "Head in the clouds", journal = j-SIGCSE, volume = "39", number = "4", pages = "23--23", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345397", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Astrachan07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Once upon a time I was a boy in high school who listened to the Firesign Theatre Group and wondered what one of their phrases meant: ``How can you be in two places at once when you're not anywhere at all.'' Today I am thinking of a similar phrase, one I think may apply to many of our introductory courses: ``How can we teach problem-solving when we're not solving real problems at all.'' Of course I have something in mind when I use the phrase real problem. Before I describe what I have in mind I'll take a liberty and describe what I don't have in mind: I don't have in mind Towers of Hanoi to illustrate recursion; I don't have in mind a program printing the verses of 'Old MacDonald had a Farm' to illustrate methods and parameters; I don't have in mind employees, hourly employees, and salaried employees to illustrate inheritance. I confess, however, to having used all these examples at some point, but I've abandoned them for a higher cause: the cause of using real problems. My bias is that the real problems we use should come from the academic disciplines our students know about and are close to. For my students these include computer science, biology, economics, sociology, physics, and mathematics. But I am biased even further and I'm staying away from number theory, combinatorics, and inclined planes. That doesn't mean we shouldn't use songs to illustrate parameter passing or employees to illustrate inheritance. We should use these as metaphors and analogies to ground the concepts in terms the students understand. However, these examples should not be the ultimate goal in what we want our students to understand --- they should be tools we use in explaining the concepts we need to understand real problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2007:RPP, author = "Lisa C. Kaczmarczyk", title = "Resist and persist (productively)", journal = j-SIGCSE, volume = "39", number = "4", pages = "23--24", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345399", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Kaczmarczyk07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Sometimes a brilliantly percolated pedagogical idea results in poisoning and death. Such was the case last fall, when my colleague Matt Boutell and I decided to overhaul an introductory computing honors class. You may think that being asked to teach small sections of technically well prepared and occasionally even brilliant freshmen would be a gleeful and satisfying relief. Indeed, the faculty members at Rose-Hulman often celebrate, and justifiably so, how well the students respond to being ``fire-hosed'' with technical content. In this case, our self-appointed task was to excite, challenge, motivate and above all push the limits of new students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2007:ST, author = "Jeffrey L. Popyack", title = "Society in transition", journal = j-SIGCSE, volume = "39", number = "4", pages = "25--26", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345401", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Popyack07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Greetings! This year has marked some transitions for Upsilon Pi Epsilon --- both in operations and constitutionally. It also marked another year of outstanding student achievement and awards.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2007:PCM, author = "Peter B. Henderson", title = "Pre-college math concepts vs. skills", journal = j-SIGCSE, volume = "39", number = "4", pages = "26--28", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345403", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Henderson07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Here is some news to bring you up-to-date. I retired from Butler at the end of the spring 2007 semester. So now I am a retired emeritus professor from two institutions: SUNY Stony Brook and Butler University. Accordingly, this has been an interesting summer as I ease into retirement. Before there was always pressure to get summer things done before starting the academic year. Now I find putting lots of them off knowing there is always tomorrow, next week, month, year, etc. The columns I write are also coming a bit more slowly.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2007:AA, author = "David Ginat", title = "Alternating accumulation", journal = j-SIGCSE, volume = "39", number = "4", pages = "28--29", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345405", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Ginat07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The current issue's new challenge involves the development of a seemingly simple task of collecting integers from a given list. Yet one has to be careful. The more intuitive solution and its various patches may not be ``safe''. In our experience, this task is yet another example where one should be very careful with correctness and efficiency.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2007:CI, author = "Nick Parlante", title = "Cheating and the {Internet}", journal = j-SIGCSE, volume = "39", number = "4", pages = "29--30", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Parlante07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2007:EHR, author = "David Ginat", title = "Elaborating heuristic reasoning and rigor with mathematical games", journal = j-SIGCSE, volume = "39", number = "4", pages = "32--36", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345409", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Ginat07b; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Mathematical games arouse enthusiasm and challenge. They usually involve clear and simple rules, with physical, visual, or numerical entities, which raise motivation and intuition. The development of their playing strategies requires both heuristic reasoning and rigor. In order to win, one should recognize and capitalize on number patterns, such as parity and symmetry, as well as invariant patterns of repeated algorithmic actions. The search for patterns involves essential problem solving heuristics, and the validation of devised algorithmic actions requires a rigorous, scientific point of view. While games are known to be stimulating, their utilization in textbooks is very limited, if at all. In this paper, we offer an instructional approach, of using mathematical games, for elaborating fundamental notions that are apparent and relevant already at the very basic levels of computer science (CS) studies. We display our approach, illustrate it, and describe our experience in applying it in class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Minsker:2007:LTT, author = "Steven Minsker", title = "The linear twin {Towers of Hanoi} problem", journal = j-SIGCSE, volume = "39", number = "4", pages = "37--40", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345410", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Minsker07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "We propose a simple new variation of the Towers of Hanoi problem, in which there are three pegs arranged in a row and there are two stacks (black, white) of n rings each, initially located on the end pegs. The object is to exchange the stacks in accordance with the usual Hanoi rules, and with the additional restriction that rings cannot move directly from end to end. An optimal algorithm is presented, and its performance is analyzed. The problem and its solution are not difficult; the purpose of this paper is to present a simple yet interesting exercise in discrete mathematics and recursive algorithms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Qidwai:2007:LLE, author = "Uvais A. Qidwai", title = "A {LAMP-LEGO} experience of motivating minority students to study engineering", journal = j-SIGCSE, volume = "39", number = "4", pages = "41--44", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Qidwai07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In this paper, I would like to share my experience with Louisiana Alliance for Minority Participation Program (LAMP) in which I participated as a faculty mentor from Tulane University in New Orleans, Louisiana, USA. This program is aimed at improving the education level and the standards of education in certain areas where students are not encouraged to go to college or take basic sciences and engineering as their career. This is due to either lack of financial resources or lack of focus and motivation on part of the students, which in turn is due to several social problems probing into poverty and crimes' vicious circle. I have served in this program as a faculty mentor from an elite university and have made the students from minority colleges to participate directly with my own senior and graduate students to encourage them as to how they can be of the same caliber. Other than inter-personal skills, the use of Lego Mindstorm Robotics Invention system has shown a great increase in motivation and focusing the students towards Engineering Education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yang:2007:EOA, author = "Feng-Jen Yang", title = "Eliciting an overlooked aspect of {Bayesian} reasoning", journal = j-SIGCSE, volume = "39", number = "4", pages = "45--48", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345412", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Yang07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Bayesian theorem is the theoretical basis of uncertainty management as well as the stochastic foundation for forecast-oriented expert systems. Mathematically, the reasoning steps can be represented by a sequence of probabilistic computations. To reduce the mathematical complexity and make it mentally manageable, an assumption, known as Bayesian Assumption, is usually made. This assumption does simplify the computation, but also introduces errors to the computation and makes it distorted from the real probabilistic result. In this paper, I use Venn diagrams to discuss the distortion being introduced to the result by showing cases from best-fitted, partial-fitted to worst-fitted.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yuen:2007:NKC, author = "Timothy T. Yuen", title = "Novices' knowledge construction of difficult concepts in {CS1}", journal = j-SIGCSE, volume = "39", number = "4", pages = "49--53", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Yuen07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This cognitive study examines how students come to know and apply what they learn in a CS1 course. Students were asked to solve problems involving three difficult concepts in CS1 in clinical interviews. Data show diverse forms of knowledge (automatic, associate, and conceptual) and their application (need to code, generalizing, and efficiency) in problem solving. This study was funded by the SIGCSE Special Projects grant.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2007:ADP, author = "Timothy J. Rolfe", title = "An alternative dynamic programming solution for the $ 0 / 1 $ knapsack", journal = j-SIGCSE, volume = "39", number = "4", pages = "54--56", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345414", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Rolfe07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The 0/1 knapsack (or knapsack without repetition) has a dynamic programming solution driven by a table in which each item is consecutively considered. The problem can also be approached by generating a table in which the optimal knapsack for each knapsack capacity is generated, modeled on the solution to the integer knapsack (knapsack with repetition) found in Sedgewick [1] and the solution to change-making found in Ciubatii [2].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eshet-Alkalai:2007:HUB, author = "Yoram Eshet-Alkalai", title = "Humans under bombardment: performing in a real-time world", journal = j-SIGCSE, volume = "39", number = "4", pages = "57--60", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Eshet-Alkalai07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In present-day technologies, such as computer games, multimedia simulators, educational animations, chatrooms and, and synchronous teaching platforms, the performance of users depends on their ability to process simultaneously large volumes and various types of stimuli that ``bombard'' their cognition in real-time and at a high speed. Real-time thinking is described here as a cognitive skill that helps users to work effectively in real-time environments. The paper describes the major dimensions of real-time thinking (i.e., simultaneous processing, responding to high-speed stimuli, attention management and multi-tasking, handling multiple perspectives and multiple representations effectively and managing real-time feedback), and discusses the challenges it poses for online teachers and designers of multimedia learning environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fleck:2007:PFP, author = "Arthur Fleck", title = "{Prolog} as the first programming language", journal = j-SIGCSE, volume = "39", number = "4", pages = "61--64", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345416", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Fleck07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The adoption of logic programming in an introductory course on computer programming offers several rewards. The higher conceptual level of this programming paradigm guides students to an early appreciation for abstraction. The descriptive character of programs makes them more understandable than conventional programs, and the relational basis makes them more versatile. This incremental and highly interactive style of programming leads to early student success and motivates active participation by students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohen:2007:CSL, author = "Avi Cohen and Bruria Haberman", title = "Computer science: a language of technology", journal = j-SIGCSE, volume = "39", number = "4", pages = "65--69", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#CohenH07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The field of computer science has been rapidly developing since its recognition as a stand-alone discipline. The dynamics of the field led to its inadequate public image and posed challenges regarding how to make computer science studies more appealing to students. Recently, computer science has been recognized as a language of natural sciences, and its synergy with these sciences became noteworthy. This paper illuminates another facet of computer science. We call for the acknowledgement of computer science as a scientific paradigm, which is a language of technology. The language describes structures, processes, relationships, and communications. We believe that this view expands the responsibility of computer science in the contemporary world and legitimates its status as a basic language that is essential for acquiring scientific and technological literacy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Guimaraes:2007:LCC, author = "Jos{\'e} de Oliveira Guimar{\~a}es", title = "Learning compiler construction by examples", journal = j-SIGCSE, volume = "39", number = "4", pages = "70--74", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345418", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Guimaraes07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In traditional compiler construction courses, each compiler phase is studied in detail before moving on to the next one. This not only places a great distance between theory and practice but also makes the students lose the big picture of the subject. We have been employing a different course format in which the subject is incrementally introduced through ten compilers of increasingly complexity. The first compiler is in fact just a syntax analyzer of a very simple language. The last one is a complete compiler of a Pascal-like language. Students of this course learn how to build compilers faster than the usual.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Graham:2007:IPP, author = "John R. Graham", title = "Integrating parallel programming techniques into traditional computer science curricula", journal = j-SIGCSE, volume = "39", number = "4", pages = "75--78", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345419", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Graham07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "With the introduction of the Sony PlayStation 3 and its use of multi-core processors, parallel computing has left the research arena and the domain of gaming programmers and joined the mainstream of popular computing. Unfortunately, most undergraduate computing disciplines typically do not have the facilities or a comparative basis to help decide which hardware or software models to use to best integrate parallelism into modern curricula. This article enumerates various software models and programming options, to assist in integrating parallel software design techniques into the traditional software development training.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2007:LLSb, author = "Laurie Williams", title = "Lessons learned from seven years of pair programming at {North Carolina State University}", journal = j-SIGCSE, volume = "39", number = "4", pages = "79--83", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345420", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Williams07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "A recent survey conducted on the SIGCSE mailing list indicated that up to 80\% of CS1, CS2, and data structures instructors allow students to collaborate. The use of collaboration increases as students advance through the computer science curriculum. Some computer science educators use pair programming as the model for their student collaboration, sometimes with mixed results. At North Carolina State University, over a thousand students have pair programmed in CS1, undergraduate software engineering, and graduate level courses over the last seven years. This paper provides a summary of the lessons we have learned through experience and through extensive research over this period.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lai:2007:IPS, author = "Yiu-chi Lai and Tak-wah Wong", title = "Infusing problem solving skills into computer lessons", journal = j-SIGCSE, volume = "39", number = "4", pages = "84--86", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345421", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#LaiW07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In Hong Kong, the coming New Senior Secondary Information and Communication Technology (NSS ICT) curriculum highly emphasizes the complex thinking processes like creativity, critical thinking and problem solving. In this paper, we attempt to use two detailed examples to illustrate how to infuse problem solving skills into computer lessons. It means that classroom time can be spent on the thinking skill as well as on the curriculum content.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nair:2007:MCP, author = "Achuth Sankar S. Nair and Vinod Chandra", title = "A {MetaL} for {C} and {Pascal}", journal = j-SIGCSE, volume = "39", number = "4", pages = "87--91", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345422", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#NairC07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In this work, we have tried to combine Pascal and C language to form a meta-frame work. This metaplatform also provides data structure flexibility to the programmers. By this, one can declare a data structure in Pascal and can use it in C language segments, and vice versa. This meta-language provides a simple, flexible, extensible, and a formal framework for expressing transformational schemes. It also automates the cumbersome and error-prone part of the program transformation. Our aim is to make meta-programming less error-prone, by providing a type system to facilitate the construction of correct meta- frame.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goulding:2007:CGD, author = "Tom Goulding and Rita DiTrolio", title = "Complex game development by freshman computer science majors", journal = j-SIGCSE, volume = "39", number = "4", pages = "92--99", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345423", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#GouldingD07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This case study reveals Daniel Webster College's experience of increasing enrollments dramatically and igniting student enthusiasm for the computer sciences by combining complex game development with innovative classroom management techniques and non traditional student assessments. In this paper we discuss the classroom methods which favor independent study, cooperative learning and teamwork over lectures and individual achievement. This provides the basis for freshmen computer science majors to experience the pressures and motivations found in the game development industry. Those pressures include mandatory independent study, massive knowledge assimilation, rapid product development and tight schedules developing complex gaming systems. Thus, the cachet of complex game development in C\# .NET is exploited, but at the same time the development of core programming skills remains the target goal.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Arbe:2007:FLT, author = "Jos{\'e} Miguel Blanco Arbe and Ana S{\'a}nchez Ortega and Jes{\'u}s Ib{\'a}{\~n}ez M{\'a}rtinez-Conde", title = "Formal languages through {Web} forms and regular expressions", journal = j-SIGCSE, volume = "39", number = "4", pages = "100--104", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345424", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#ArbeOM07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "We present a practical and up-to-date proposal to teach formal languages. It takes advantage of frequent use of regular-expressions to specify entry data forms in different contexts and, particularly, in three-layer web applications. Compared to more classical approaches our method improves significantly the acquainting of students with the immediate practical utility of the concepts involved in formal language definition. Students must develop code fragments based on JavaScript notation of regular-expressions. Accordingly, any web browser can be a suitable platform for the execution of solutions. The experience has proved to be effective and well-accepted by students and teachers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sattar:2007:CAS, author = "Abdul Sattar and Torben Lorenzen", title = "Computer applications: a service course", journal = j-SIGCSE, volume = "39", number = "4", pages = "105--107", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345425", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SattarL07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "A paperless computer applications course, which is driven by an online syllabus is described. Students demo their work on the computer rather than hand in paper assignments. Several advanced topics are included to challenge the students and downloads are provided to minimize the amount of student busywork. The use of weekly lecture and assignment downloads allow instructors to teach sections with twenty-five students with no graduate student or clerical support.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garzas:2007:ITO, author = "Javier Garz{\'a}s and Mario Piattini", title = "Improving the teaching of object-oriented design knowledge", journal = j-SIGCSE, volume = "39", number = "4", pages = "108--112", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#GarzasP07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In the general sphere of the teaching of software engineering concepts, it can be noted that there are very few pieces of work dealing with how to get across, through teaching, the practical experience that has been built up on the subject of object-oriented design. The few works that do exist focus on design patterns. Pattern catalogues, however, do not completely resolve the problem of imparting the experience about object-oriented design, an area where it is clear that the greatest benefit derived from the patterns is achieved when their designers are already-experienced. What is more, other elements associated with object-oriented knowledge, such as principles, heuristics, best practices, bad smells, etc., are components related to practical knowledge of design. These are barely taken into consideration, however. In an effort to solve these problems, we put forward an ontology which brings together and integrates object-oriented design which improves teaching, amongst other things. It makes the great quantity of knowledge that has been built up clearer and brings it together into a united whole. It is thus possible to create catalogues of integrated knowledge.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kawell:2007:CRW, author = "Greg Kawell", title = "Concepts to real world implementation via service learning", journal = j-SIGCSE, volume = "39", number = "4", pages = "113--116", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Kawell07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper presents the experience I had implementing a Service Learning component into a Operating System/Networking 300 level course. The goal was to get the students to take the concepts from the classroom and textbook and use them to solve real world problems that would affect real people. The method for measuring the effects of this project was the journal entries students kept throughout the semester. In the end, the students not only successfully applied the concepts but felt they had gone beyond the material presented in the classroom and had an impact on the world around them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2007:NST, author = "Torben Lorenzen and John Santore and David Glassman and Juozas Baltikauskas", title = "No slacker on team programming projects", journal = j-SIGCSE, volume = "39", number = "4", pages = "117--118", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345428", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#LorenzenSGB07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "It is necessary for students to learn how to program in a team environment because they will be required to do so in industry after graduation. However, it is difficult to ensure that each student on an academic team is contributing significantly to the overall team effort. The authors describe several failed attempts to grade teamwork fairly and a new method that guarantees individual accountability in a team environment. This last method promotes fairness in grading each member's work on a team.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Smith:2007:TPC, author = "Wanda J. Smith and France B{\'e}langer and Tracy L. Lewis and Kristi Honaker", title = "Training to persist in computing careers", journal = j-SIGCSE, volume = "39", number = "4", pages = "119--120", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SmithBLH07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Funded by a SIGCSE Special Project grant, Training to Persist in Computing Careers is a hands-on resource for faculty interested in incorporating soft skills training in IT-related courses. Soft skills include such abilities as controlling and using one's emotions (emotional intelligence), dealing with team issues and stress (coping strategies) and using business-appropriate language. These skills are increasingly recognized as key to success in IT-related disciplines [1, 5].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beaubouef:2007:IHT, author = "Theresa Beaubouef and Patrick McDowell", title = "Ice hockey and tennis balls: playing at computer science research with robotics", journal = j-SIGCSE, volume = "39", number = "4", pages = "121--124", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#BeaubouefM07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper investigates issues involved in establishing an undergraduate research program in robotics. We discuss our motivation for such a program, the challenges involved with various aspects of administration and equipment, and our plans for projects for student research. One project deals with programming a robot to play air hockey and another project involves the collection of tennis balls from a tennis court using a coordinated team of robots. Preliminary results hold promise, and we are optimistic about the future of the program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edmondson:2007:DDA, author = "Carol Edmondson", title = "{Dear Dorothy}: agonies from first-year programming", journal = j-SIGCSE, volume = "39", number = "4", pages = "125--126", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Edmondson07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Students who are new to tertiary study may be confused about the way things are done at university. Students who fared well at secondary school by doing what they were told, and students who view education as a process of collecting the correct answers, are particularly prone to being disoriented by first year programming courses. This paper uses humour, in the form of fake letters to a mythical agony aunt, to inform students without admonishing them for their lack of understanding.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Joyce:2007:RIS, author = "Dan Joyce and Bruce Klein and Ren{\'e}e McCauley", title = "Report on improving {SIGCSE\slash ITiCSE} program creation process", journal = j-SIGCSE, volume = "39", number = "4", pages = "128--129", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#JoyceKM07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Based on post-meeting review forms, most attendees of the SIGCSE Symposium and ITiCSE Conference greatly appreciate the programs put together by the respective program committees. In recent years, nevertheless, several SIGCSE members have communicated their concerns to the SIGCSE Board about the paper solicitation, submission, review, and selection process used for these meetings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Randolph:2007:FMR, author = "Justus J. Randolph", title = "Findings from {``A Methodological Review of the Computer Science Education Research: 2000--2005''}", journal = j-SIGCSE, volume = "39", number = "4", pages = "130--130", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Randolph07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "A summary of the findings and recommendations from an ACM SIGCSE Special Projects grant to conduct a large-scale methodological review of the computer science education literature are presented here.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Randolph:2007:PEP, author = "Justus J. Randolph", title = "Planning and evaluating programs in computer science education", journal = j-SIGCSE, volume = "39", number = "4", pages = "131--131", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#Randolph07a; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "In this paper, I summarize four articles that came about as a result of a special projects grant to develop resources for planning and evaluating CSE programs. The articles include a review of previous K-12 CSE program evaluations, two evaluation and planning models, and a case study in youth participatory program planning in which those models were investigated.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Simon:2007:DAN, author = "Beth Simon and Sue Fitzgerald and Ren{\'e}e McCauley and Susan M. Haller and John Hamer and Brian Hanks and Michael T. Helmick and Jan Erik Mostr{\"o}m and Judy Sheard and Lynda Thomas", title = "Debugging assistance for novices: a video repository", journal = j-SIGCSE, volume = "39", number = "4", pages = "137--151", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345437", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#SimonFMHHHHMST07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "This paper reports on the efforts of an ITiCSE 2007 working group with the aim of producing a publicly available, searchable, tagable, Web 2.0-style repository of short debugging videos. This repository may be accessed from http://debug.csi.muohio.edu/. The videos are aimed at novice Java programmers who may need help debugging when none is available (e.g., in the middle of the night before the homework is due). However, it could also be used by instructors of introductory programming. Here we discuss our motivation in creating this repository and detail the process we followed and the products we produced.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fuller:2007:DCS, author = "Ursula Fuller and Colin G. Johnson and Tuukka Ahoniemi and Diana Cukierman and Isidoro Hern{\'a}n-Losada and Jana Jackova and Essi Lahtinen and Tracy L. Lewis and Donna McGee Thompson and Charles Riedesel and Errol Thompson", title = "Developing a computer science-specific learning taxonomy", journal = j-SIGCSE, volume = "39", number = "4", pages = "152--170", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345438", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#FullerJACHJLLTRT07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Bloom's taxonomy of the cognitive domain and the SOLO taxonomy are being increasingly widely used in the design and assessment of courses, but there are some drawbacks to their use in computer science. This paper reviews the literature on educational taxonomies and their use in computer science education, identifies some of the problems that arise, proposes a new taxonomy and discusses how this can be used in application-oriented courses such as programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2007:COA, author = "Lillian N. Cassel and Gordon Davies and William Fone and Anneke Hacquebard and John Impagliazzo and Richard J. LeBlanc and Joyce Currie Little and Andrew D. McGettrick and Michela Pedrona", title = "The computing ontology: application in education", journal = j-SIGCSE, volume = "39", number = "4", pages = "171--183", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#CasselDFHILLMP07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Working Group 3 at ITiCSE 2007 continued the ongoing work of the Ontology of Computing project. The working group brought several new people into the project and addressed areas of the ontology of particular interest to these participants. In particular, the group worked on the Ontology sections related to History of Computing, Computing Security and Social and Ethical issues. With the intention of applying the ontology to the support of curriculum development in mind, the group also reviewed and discussed proposed means of presenting a visual representation of the ontology. There was also some work on the present structure of the ontology and future possibilities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Applin:2007:MPD, author = "Anne Gates Applin and Hilary J. Holz and William Joel and Ifeyinwa Okoye and Katherine Deibel and Becky Grasser and Briony J. Oates and Gwendolyne Wood", title = "A multi-perspective digital library to facilitate integrating teaching research methods across the computing curriculum", journal = j-SIGCSE, volume = "39", number = "4", pages = "184--203", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#ApplinHJODGOW07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The {$<$ u$>$ c$<$}/{u$>$ omputing} {$<$ u$>$ r$<$}/{u$>$ esearch} {$<$ u$>$ m$<$}/{u$>$ ethods} (CRM) literature is scattered across discourse communities and published in specialty journals and conference proceedings. This dispersion has led to the use of inconsistent terminology when referring to CRM. With no established CRM vocabulary and isolated discourse communities, computing as a field needs to engage in a sense-making process to establish the common ground necessary to support meaningful dialog. We propose to establish common ground through the construction of the {$<$ u$>$ c$<$}/{u$>$ omputing} {$<$ u$>$ r$<$}/{u$>$ esearch} {$<$ u$>$ m$<$}/{u$>$ ethods} {$<$ u$>$ m$<$}/{u$>$ ulti}-{$<$ u$>$ p$<$}/{u$>$ erspective} {$<$ u$>$ d$<$}/{u$>$ igital} {$<$ u$>$ l$<$}/{u$>$ ibrary} (CRM-MPDL), a scholar-produced digital resource for the CRM community. As with its parent design research project on teaching CRM, CRM-MPDL is being developed through iterative and participatory design in an emergent fashion in tandem with the larger CRM community. For our resource to be viable, we must carefully explore the rich details and nuances of our stakeholder communities and the perspectives they bring to the sense-making process. As a discount alternative to truly having a representative sample of our user population ``in the room'' with us throughout the design and implementation process, we have implemented a development approach for CRM-MPDL using personas as a means to gain insights and feedback from the target user communities. For this iteration of the development process, we are concentrating on the needs of the faculty. In this report, we present our evolving understanding of the project, and seek feedback and input on several key aspects of the theoretical and process models. We then present the framework for the faculty personas, as well as an overview of some of the personas at the time the paper was prepared, in the hopes that we can entice readers to visit the project website to help with the ongoing audit and refinement process. We also give an overview of the content model for CRM-MPDL, which will have evolved (and may even be available as a working prototype) by the time this article appears in print. Finally, we conclude with a current status summary, and issue several specific calls for participation in the ongoing work of the project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pears:2007:SLT, author = "Arnold Pears and Stephen Seidman and Lauri Malmi and Linda Mannila and Elizabeth Adams and Jens Bennedsen and Marie Devlin and James Paterson", title = "A survey of literature on the teaching of introductory programming", journal = j-SIGCSE, volume = "39", number = "4", pages = "204--223", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#PearsSMMABDP07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "Three decades of active research on the teaching of introductory programming has had limited effect on classroom practice. Although relevant research exists across several disciplines including education and cognitive science, disciplinary differences have made this material inaccessible to many computing educators. Furthermore, computer science instructors have not had access to a comprehensive survey of research in this area. This paper collects and classifies this literature, identifies important work and mediates it to computing educators and professional bodies. We identify research that gives well-supported advice to computing academics teaching introductory programming. Limitations and areas of incomplete coverage of existing research efforts are also identified. The analysis applies publication and research quality metrics developed by a previous ITiCSE working group [74].", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liccardi:2007:RSN, author = "Ilaria Liccardi and Asma Ounnas and Reena Pau and Elizabeth Massey and P{\"a}ivi Kinnunen and Sarah Lewthwaite and Marie-Anne Midy and Chandan Sarkar", title = "The role of social networks in students' learning experiences", journal = j-SIGCSE, volume = "39", number = "4", pages = "224--237", month = dec, year = "2007", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1345375.1345442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 16:57:39 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse39.html#LiccardiOPMKLMS07; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2007.bib", abstract = "The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students' learning experiences. The construction of students' social networks, the evolution of these networks, and their effects on the students' learning experience in a university environment are examined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pausch:2008:ADM, author = "Randy Pausch", title = "{Alice}: a dying man's passion", journal = j-SIGCSE, volume = "40", number = "1", pages = "1--1", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352137", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "I have spent the last fifteen years of my life leading an incredible team. Our quest (which we did not even realize in the beginning) was to revolutionize the way computer programming is taught. Current versions of the Alice system (Alice v2.0, and Caitlin Kelleher's ``Storytelling Alice'') have been very effective in the college classroom and in tests with middle school girls. The use of drag-and-drop authoring to create $3$D movies has proved to be a powerful motivator for students of all ages and both genders. In 2008, we will release Alice v3.0, which provides ``real Java'' programming and the characters from EA's ``The Sims,'' the most popular PC video game in history. Damn shame I won't be there to see it. As you probably know, I'm dying of pancreatic cancer, as became widely known in my ``Last Lecture.'' Like Moses, I get to see the promised land, but not set foot in it. But the vision is clear. Long before I became ill, Dennis Cosgrove took over the responsibility for the design of Alice v3.0, and he's doing a whale of a job. Steve Cooper (of St. Joseph's University), Wanda Dann, and Don Slater are handling the pedagogic materials for college and high school, and Caitlin Kelleher (now junior faculty at Washington University in St. Louis) is heading the efforts regarding middle school girls. This talk will address the history, philosophy, and future of the Alice project, and will include a behind-the-scenes look at a pre-release version of Alice v3.0. I will give this address in person if I am still alive and able, or by a combination of pre-taped video and help from the Alice team. I cannot imagine a better professional legacy than what the Alice team is currently building.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2008:PHC, author = "Vicki L. Almstrum and Bill Aspray and Mary Anne Egan and John Impagliazzo", title = "Perspectives on history in computing and education", journal = j-SIGCSE, volume = "40", number = "1", pages = "2--3", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352139", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2008:TST, author = "Michal Armoni and Noa Lewenstein and Mordechai Ben-Ari", title = "Teaching students to think nondeterministically", journal = j-SIGCSE, volume = "40", number = "1", pages = "4--8", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352141", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Nondeterminism is a fundamental concept of computer science. However, since it is a very abstract concept, teaching and learning nondeterminism is difficult. In this paper we focus on one aspect of the teaching and learning processes of nondeterminism: the extent to which undergraduate students of computer science perceive that nondeterministic automata exhibit nondeterministic behavior, that is, they are unpredictable and inconsistent. First we show that students tend to think of nondeterministic automata as consistent machines; then we show that an explicit intervention can significantly affect students' mental models of nondeterministic automata in the direction of improving their perception of nondeterministic behavior.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Polycarpou:2008:CAT, author = "Irene Polycarpou and Ana Pasztor and Malek Adjouadi", title = "A conceptual approach to teaching induction for computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "9--13", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352142", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we present an approach to teaching induction that we call the ``conceptual route'' of teaching induction. Proofs by induction are central to the study of computer science and students come across them in many courses of their curricula. It is documented in the literature that in general students have difficulties with proofs by induction. Even though through the years some solutions were proposed to improve the situation, recent studies show that students are still having difficulties. Currently, proofs by induction take up too little of the computer science curriculum, and they are taught as a step-by-step procedure to be followed, which is not sufficient for students to gain conceptual understanding. In contrast, our approach aims at students' conceptual understanding by shifting their focus from the syntactic form of proofs by induction to their substance. The theoretical underpinning of our approach is an operationalization of the Induction Principle.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lucas:2008:ITJ, author = "Joan M. Lucas and Jonathan Jarvis", title = "Incorporating transformations into {JFLAP} for enhanced understanding of automata", journal = j-SIGCSE, volume = "40", number = "1", pages = "14--18", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352143", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes our experience extending the educational software program JFLAP. JFLAP enables students to design and simulate automata such as Finite State Machines, push-down automata, and Turing Machines. It is a valuable aid in any Automata Theory course. We modified JFLAP so that students could write Java programs that alter the actual automaton itself. This utility greatly increases the students' ability to grasp such fundamental topics as the Church--Turing thesis and the theory of undecidability.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanks:2008:IAC, author = "Brian Hanks and Carol Wellington and Tom Reichlmayr and Cyril Coupal", title = "Integrating agility in the {CS} curriculum: practices through values", journal = j-SIGCSE, volume = "40", number = "1", pages = "19--20", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352145", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reges:2008:MBB, author = "Stuart Reges", title = "The mystery of ``{\tt b := (b = false)}''", journal = j-SIGCSE, volume = "40", number = "1", pages = "21--25", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352147", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes some unusual patterns that emerged from a statistical analysis of the 1988 Advanced Placement Exam in Computer Science. Most multiple-choice questions on the exam had few significant correlations with other parts of the exam. But a small set of five questions had a nontrivial correlation with many parts of the test. One question in particular demonstrated such correlations. It asked about the effect of the assignment statement ``{\tt b:= (b = false)}'' for a boolean variable {\tt b}. One interpretation of this data is that these questions are testing general programming aptitude. The paper presents the analysis along with a discussion of the possible implications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2008:LWC, author = "David Ginat", title = "Learning from wrong and creative algorithm design", journal = j-SIGCSE, volume = "40", number = "1", pages = "26--30", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352148", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We all are aware of the relevance of examining a task from diverse angles. We also are aware of the potential relevance of learning from one's mistakes. Yet computer science (CS) textbooks and teaching materials fall short in embedding these two notions. In this paper, we present an approach of elaborating divergent thinking in algorithm design, while capitalizing on erroneous solutions. Using a collected set of non-routine algorithmic tasks, we developed and applied a scheme of class activities, in which initial faulty solutions (due to novice tendencies) are carefully examined, and their falsifying inputs and characteristics are used for creative reasoning that yields fruitful outcomes. We present and illustrate our activities, refer to their cognitive aspects, and describe our experience with applying them in (an Introduction-to-Algorithms) class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gries:2008:PAT, author = "David Gries", title = "A principled approach to teaching {OO} first", journal = j-SIGCSE, volume = "40", number = "1", pages = "31--35", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352149", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "There has been debate about whether OO should, or even can, be taught first in CS1 (using Java). We claim that OO can be taught successfully, provided certain principles are followed. These principles lead to the requirement of an appropriate model for classes and objects, which we provide.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wilson:2008:CS, author = "Greg Wilson and Christine Alvarado and Jennifer Campbell and Rubin Landau and Robert Sedgewick", title = "{CS-1} for scientists", journal = j-SIGCSE, volume = "40", number = "1", pages = "36--37", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352151", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Corliss:2008:BCJ, author = "Marc L. Corliss and E. Christopher Lewis", title = "{Bantam}: a customizable, {Java}-based, classroom compiler", journal = j-SIGCSE, volume = "40", number = "1", pages = "38--42", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352153", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper introduces the Bantam Java compiler project, a new language and compiler designed specifically for the classroom Bantam Java, the source programming language, is a small subset of the Java language, which is a commonly-used language in introductory programming courses. Because Bantam Java is similar to Java, it leverages the student's existing intuition and the student can automatically apply what they learn in the course directly to Java. The Bantam Java project is also customizable (it supports several tools and targets), which gives instructors flexibility in designing course assignments. Finally, the Bantam Java compiler project includes a free, comprehensive, student manual which can be used in conjunction with any compiler textbook.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Xu:2008:LEC, author = "Li Xu", title = "Language engineering in the context of a popular, inexpensive robot platform", journal = j-SIGCSE, volume = "40", number = "1", pages = "43--47", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352154", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Language engineering --- the theory and practice of building language processors and compilers, has long been recognized as important subject in Computer Science curricula. However, due to lack of suitable target systems, educators face significant challenges to teach language engineering classes effectively. Leveraging the emerging inexpensive robot devices, this paper presents a new approach of using robots as system context to teach language engineering topics. We designed the Chirp-Scribbler Language, which targets the popular Scribbler robot; combined together, they provide an engaging and feature-rich platform to teach a wide range of topics in language engineering. This paper describes the Chirp-Scribbler Language, its integration with the target robot, and the teaching practice of using them to teach language translation basics in an undergraduate programming course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ortiz:2008:LDI, author = "Ariel Ortiz", title = "Language design and implementation using {Ruby} and the interpreter pattern", journal = j-SIGCSE, volume = "40", number = "1", pages = "48--52", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352155", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, the S-expression Interpreter Framework (SIF) is presented as a tool for teaching language design and implementation. The SIF is based on the interpreter design pattern and is written in the Ruby programming language. Its core is quite small, but it can be easily extended by adding primitive procedures and special forms. The SIF can be used to demonstrate advanced language concepts (variable scopes, continuations, etc.) as well as different programming styles (functional, imperative, and object oriented).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Linnell:2008:CCI, author = "Natalie Linnell and Richard Anderson and Jane Prey", title = "Cross-cultural issues in a tutored video instruction course", journal = j-SIGCSE, volume = "40", number = "1", pages = "53--57", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352157", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper we discuss cultural issues encountered while offering an Algorithms course from a US university at a Chinese university using Tutored Video Instruction (TVI). TVI is a distance learning methodology where lectures are recorded at one site and then shown to a group of students at a remote site by Teaching Assistants (TAs) who stop the video periodically for questions and discussion. In conducting this cross-cultural class, we were interested in determining if we could overcome the issues of using English language materials for Chinese students, achieve a sense of local ownership of the course, and create an interactive classroom environment. We were generally successful in achieving these goals by providing supporting materials and working closely with the Teaching Assistants who served as facilitators.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Doyle:2008:ECF, author = "Maureen Doyle and Kevin G. Kirby and Gary Newell", title = "Engaging constructions: family-based computing experiences for immigrant middle school students", journal = j-SIGCSE, volume = "40", number = "1", pages = "58--62", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352158", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we describe projects that engage Hispanic middle-school age students with computing, and cast these projects within the ECC (``Engagement, Capacity, Continuity'') framework. Our projects were undertaken in the Midwestern United States, where recent heavy immigration from Latin America has caused rapid demographic shifts. We have conducted computing workshops that are cognizant of the cultural milieu of recent immigrants, in that they are family-based, are offered at familiar sites in the community, and give participants a chance to be constructors of technology rather than mere ``end-users.'' We present these efforts as forces that generate a flow that carries immigrant youths up to the point of beginning an undergraduate major in computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2008:CCC, author = "Tony Clear and Diana Kassabova", title = "A course in collaborative computing: collaborative learning and research with a global perspective", journal = j-SIGCSE, volume = "40", number = "1", pages = "63--67", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352159", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Recent calls for a new discipline of 'web science' have proposed extending computer science to incorporate the social dimensions of computing. In this paper we outline a Masters course in Collaborative Computing, which employs a combination of collaborative pedagogy, collaborative technologies, and a corpus of research data from Global Virtual Teams to blend the technology and the social dimensions within a research linked course context. We review the effectiveness of this model of learning and the conduct of the course over the five years since its inception.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beck:2008:FDM, author = "Jon Beck", title = "Fair division as a means of apportioning software engineering class projects", journal = j-SIGCSE, volume = "40", number = "1", pages = "68--71", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352161", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In a junior- or senior-level undergraduate software engineering course that uses real-world projects for real clients, different parts of a project are inherently unequal in difficulty, time requirements, and desirability. A perennial problem is assigning portions of the project to student teams equitably. Fair division is a highly effective strategy for making an equitable, proportional, and envy-free assignment of tasks and in serving as the basis for fair grading of assignments which vary in difficulty, desirability, and time requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ahoniemi:2008:IPF, author = "Tuukka Ahoniemi and Essi Lahtinen and Tommi Reinikainen", title = "Improving pedagogical feedback and objective grading", journal = j-SIGCSE, volume = "40", number = "1", pages = "72--76", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352162", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "It is important for learning that students receive enough of educational feedback of their work. To get the students to be seriously disposed to the feedback it has to be personal, objective and consistent. In large classes ensuring such feedback can be difficult. Grading rubrics are a solution to the objectivity and consistency. ALOHA is an online grading tool based on rubrics which all the graders have to use. Particularly, ALOHA provides features that make the grading process more convenient for the graders and the teacher. By facilitating the graders work ALOHA allows them to focus more on feedback writing. To test the effectiveness of ALOHA in objectivity and consistency we did a comparative statistical analysis on the distribution of grades. The results supported the assumptions showing improvement resulting in similar distribution of grades amongst different graders who used the tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fu:2008:AAP, author = "Xiang Fu and Boris Peltsverger and Kai Qian and Lixin Tao and Jigang Liu", title = "{APOGEE}: automated project grading and instant feedback system for {Web} based computing", journal = j-SIGCSE, volume = "40", number = "1", pages = "77--81", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352163", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Providing consistent, instant, and detailed feedback to students has been a great challenge in teaching Web based computing. We present the prototype of an automated grading system called ProtoAPOGEE for enriching students' learning experience and elevating faculty productivity. Unlike other automated graders used in introductory programming classes, ProtoAPOGEE emphasizes the examination of quality attributes of student project submissions, in addition to the basic functionality requirements. The tool is able to generate step by step play-back guidance for failed test cases, hence providing informative feedback to help students make reflective and iterative improvements in learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Borriello:2008:MPS, author = "Gaetano Borriello and Carl Hartung and Bruce Hemingway and Karl Koscher and Brian Mayton", title = "Multi-player soccer and wireless embedded systems", journal = j-SIGCSE, volume = "40", number = "1", pages = "82--86", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352165", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Embedded systems are increasingly becoming connected through wireless networking. These devices now form the basis of many of today's consumer products including cell phones and video game controllers. In the ``Software for Embedded Systems'' class in the Department of Computer Science \& Engineering at the University of Washington, we used the design of a multi-player video game as motivation for the principal concepts in wireless embedded systems. Each student in the class designed an accelerometer-based game controller and then, the class as a whole, developed a multi-player video game that allowed 28 players (the number of students in the course) to play simultaneously. In this paper, we first describe the context of the course and its goals followed by the hardware/software platform we used to realize the game controller. We then detail the pedagogical approach we used to collectively design the video game (loosely based on soccer) and conclude with the lessons learned from this group design experience and how we would enhance the project and course in the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bowring:2008:NPP, author = "James F. Bowring", title = "A new paradigm for programming competitions", journal = j-SIGCSE, volume = "40", number = "1", pages = "87--91", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352166", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The annual ACM International Collegiate Programming Contest produces a competitive paradigm that is at odds with the pedagogical goals of modern computer science and software engineering degree programs. This paradigm stresses the fast completion of a programming task and evaluates the results solely with black-box testing specified by the judges. In contrast, the pedagogical goals of contemporary college degree programs in computing emphasize the quality of processes inherent in software development and implementation. In 2007, the College of Charleston student chapter of the ACM hosted its annual high school programming competition by turning the conventional programming paradigm on its head to focus on quality-of-process rather than time-to-complete. The judging criteria included both technical and artistic merit. The implementation of the competition emphasized success by giving students working skeleton solution programs. This paper presents the motivation for the new paradigm, the details of its implementation for the 2007 competition, and the details of the new techniques for judging technical and artistic merit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kearse:2008:CSO, author = "Iretta B. Kearse and Charles R. Hardnett", title = "Computer science olympiad: exploring computer science through competition", journal = j-SIGCSE, volume = "40", number = "1", pages = "92--96", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352167", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Generating interest in specialized areas of Computer Science (CS) is one of the goals of the department of Computer and Information Science at Spelman College as with most departments. Achieving this goal in a new, exciting, and innovative manner provided the inspiration to establish the Spelman College Computer Science Olympiad (SC CS Olympiad). The SC CS Olympiad is patterned after the Olympics athletic event. Students participate in the Olympiad as a part of a team as with the Olympics. In addition, there are several events for competition as there are in the Olympics. The events are designed to expose students to the interesting breadth of CS over several days. In this paper, the events are in the following categories: Cryptography, Robotics, Website Design, Hardware and Software Integration, and Programming. Teams use their CS knowledge and problem-solving skills to complete hands-on exercises in each area. Each teams receives points based on the quality of their results from the exercise. In this paper, we present the implementation, results, and future directions of the Spelman College Computer Science Olympiad.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2008:MAO, author = "Scott A. Turner and Ricardo Quintana-Castillo and Manuel A. P{\'e}rez-Qui{\~n}ones and Stephen H. Edwards", title = "Misunderstandings about object-oriented design: experiences using code reviews", journal = j-SIGCSE, volume = "40", number = "1", pages = "97--101", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352169", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper we present our experience using code reviews in a CS2 course. In particular, we highlight a series of misunderstandings of object-oriented (OO) concepts we observed as a by-product of the code review exercise. In our activity, we asked students to review code, rate it using a rubric, and to justify their explanation. The students were asked to review two solutions to a project from a previous year. Through examples of their explanations, we found that students had a number of basic misunderstandings of object-oriented principles. In this paper, we present our observations of the misunderstandings, and present some general observations of how code reviews can be used as an assessment tool in CS2.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leach:2008:CSR, author = "Ronald J. Leach and Legand L. Burge and Harry N. Keeling", title = "Can students reengineer?", journal = j-SIGCSE, volume = "40", number = "1", pages = "102--106", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352170", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A recent paper by David Lechner stated that for many long-lived systems, it is more efficient to reengineer portions of systems than to continually repair them. That paper made an implicit assumption about the ability of software engineers to determine precisely which software should be reengineered. We report the results of a study that addresses the readiness of graduates, who will soon be beginning software engineers, to make such an assessment, based on comprehension of reusable vs. reengineered software. We address this comprehension in the context of software engineering education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wang:2008:PIP, author = "Yanqing Wang and Yijun Li and Michael Collins and Peijie Liu", title = "Process improvement of peer code review and behavior analysis of its participants", journal = j-SIGCSE, volume = "40", number = "1", pages = "107--111", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352171", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The software industry is urging on universities and colleges to cultivate software engineers who can write high quality programs. Peer code review (PCR) is accepted as an ideal way to maximize the learning outcome of students in writing quality code. Using this learning process, students improve their skills while scientific and efficient management removes the extra burden from instructors such as checking programs written by every student. In this paper, the previous PCR process was improved and the definitions of the relevant roles and documents were refined as well. After implementing this process in two academic years, some problems were found. By means of summarizing the email submissions by the students and also interviewing a few students, the behavior of all participants was preliminarily analyzed. With regards to the further quality assurance and high efficiency, a web-based management information system with a built-in blind review mechanism was discussed for solving the problems with process control, and also a game theory model was proposed for addressing the ethical issues in the whole PCR process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2008:NA, author = "Nick Parlante", title = "Nifty assignments", journal = j-SIGCSE, volume = "40", number = "1", pages = "112--113", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352173", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schnabel:2008:ODC, author = "Robert Schnabel and Duncan Buell and Joanna Goode and J. Strother Moore and Chris Stephenson", title = "An open dialogue concerning the state of education policy in computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "114--115", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352175", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kimball:2008:CCW, author = "Aaron Kimball and Sierra Michels-Slettvet and Christophe Bisciglia", title = "Cluster computing for {Web}-scale data processing", journal = j-SIGCSE, volume = "40", number = "1", pages = "116--120", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352177", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper we present the design of a modern course in cluster computing and large-scale data processing. The defining differences between this and previously published designs are its focus on processing very large data sets and its use of Hadoop, an open source Java-based implementation of MapReduce and the Google File System as the platform for programming exercises. Hadoop proved to be a key element for successfully implementing structured lab activities and independent design projects. Through this course, offered at the University of Washington in 2007, we imparted new skills on our students, improving their ability to design systems capable of solving web-scale problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2008:MBC, author = "Joel C. Adams and Tim H. Brom", title = "{Microwulf}: a {Beowulf} cluster for every desk", journal = j-SIGCSE, volume = "40", number = "1", pages = "121--125", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352178", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A Beowulf cluster is a distributed memory multiprocessor built from commodity off-the-shelf PC hardware, an inexpensive network for inter-process communication, and open-source software. Today's multi-core CPUs make it possible to build a Beowulf cluster that is powerful, small, and inexpensive. This paper describes Microwulf, a Beowulf cluster that cost just \$2470 to build, but provides 26.25 Gflops of measured performance. (For comparison: a 1996 Cray T3D MC256-8/464 provided 25.3 Gflops.) This makes Microwulf the first Beowulf with a price/performance ratio below \$100/Gflop (for double-precision operations). The system measures just 11in x 12in x 17in (27.9 cm x 30.5 cm x 43.2 cm), runs at room temperature, and plugs into a standard wall outlet. These desirable characteristics combine to make Microwulf an attractive design for most computer science departments and/or individuals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wilkinson:2008:TTA, author = "Barry Wilkinson and Clayton Ferner", title = "Towards a top-down approach to teaching an undergraduate grid computing course", journal = j-SIGCSE, volume = "40", number = "1", pages = "126--130", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352179", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Early undergraduate Grid computing courses generally took a bottom-up approach to Grid computing education starting with network protocols, client-server concepts, creating Web and Grid services, and then progressing through the underlying Grid computing middleware, security mechanisms and job submission all using a Linux command-line interface. We describe a new approach to teaching Grid computing beginning with a production-style Grid portal, registration process, and job submission, and then leading into infrastructure details. We incorporate seven assignments, several of which require students to install Grid computing software on their own computer or lab computers rather than using centralized servers. Students complete a ``capstone'' mini-project. Typical projects included creating a JSR 168 portlet user interface for an application. We describe our experiences using this new course structure.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gaspar:2008:RVC, author = "Alessio Gaspar and Sarah Langevin and William Armitage and R. Sekar and T. Daniels", title = "The role of virtualization in computing education", journal = j-SIGCSE, volume = "40", number = "1", pages = "131--132", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352181", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Over the past years, many problems related to the system administration of laboratories for undergraduate system-oriented courses have found elegant solutions in the deployment of virtualization suites. This technological advance enabled these courses to switch from a mostly descriptive content to learning activities which engage students in hands-on, authentic, problem-based learning. Since this type of activity requires students to be administrators of their own virtual machines (VM) or even virtual networks, the experience gained is intrinsically authentic. The potential impact on student learning, as compared to simulation or lecture only based setups is worth investigating for laboratories in operating systems, networking, computer security, system administration, etc. We propose to review the increasingly important role that virtualization is playing in computing education from 2 perspectives; (1) Classrooms' system administration and technological advances which support the development of new pedagogies (2) Pedagogical advances which instructors can now implement thanks to these technologies and their impact on students learning from either quantitative or qualitative perspectives The presenters will share their experience leading the Xen Worlds, V-NetLab and SOFTICE projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Head:2008:PUA, author = "Christopher C. D. Head and Steven A. Wolfman", title = "{Poogle} and the unknown-answer assignment: open-ended, sharable {CS1} assignments", journal = j-SIGCSE, volume = "40", number = "1", pages = "133--137", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352183", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Most CS1 assignments are ``known answer'' assignments, requiring students to implement already-solved problems with no user but their grader and themselves. In this paper, we present Poogle: a freely available framework for designing unknown-answer assignments. Poogle assignments are open-ended, graphical, and multi-user. Poogle makes it easy for students to share their creations with their users: fellow students and the general public. We present two freely available CS1 assignments based on Poogle and discuss outcomes from use of one of them in a CS1 course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cliburn:2008:GSS, author = "Daniel C. Cliburn and Susan Miller", title = "Games, stories, or something more traditional: the types of assignments college students prefer", journal = j-SIGCSE, volume = "40", number = "1", pages = "138--142", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352184", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we describe a study designed to examine the types of projects college students prefer in an introductory programming course. For three assignments in a course, students were given a choice among three project types: a game, a ``choose your own adventure'' story, and a more traditional project (such as a problem from the text book). During the semester, 35 of 49 projects submitted by students were the game option (71.4\%), with only two projects submitted that were stories. A statistical analysis revealed that student choices on assignments did not appear to be related to their overall performance in the course. On an end of term survey, students commented that they often chose projects that had all requirements clearly explained, and avoided assignments that were open-ended in nature.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rao:2008:ESE, author = "T. M. Rao and Sandeep Mitra", title = "An early software engineering approach to teaching {CS1}, {CS2} and {AI}", journal = j-SIGCSE, volume = "40", number = "1", pages = "143--147", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352185", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We propose the use of a new design-first approach called Problem Stereotypes and Solution Frameworks, for teaching CS1 and CS2. A problem stereotype is a category of problems that can be solved using similar techniques. A solution framework is a typical solution to a problem, parts of which can be reused to solve other problems of this stereotype. Students are introduced to a stereotype through a selection of related problems, and common features among these are identified. Homework problems are selected from the same stereotype, with students expected to follow the ``recipe'' provided by the given examples to generate their own solutions. Using this approach reduces the stress level for beginner students, and prevents them falling prey to the ``CS is HARD'' myth. We present the results of our experience with this approach in two introductory classes and an upper-division Artificial Intelligence (AI) class at SUNY Brockport.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Canosa:2008:MTR, author = "Roxanne L. Canosa and Joan M. Lucas", title = "Mock trials and role-playing in computer ethics courses", journal = j-SIGCSE, volume = "40", number = "1", pages = "148--152", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352187", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Mock trials are an effective and fun way of eliciting thoughtful dialogue from students, and encouraging them to produce incisive analyses of current ethical dilemmas related to computers and society. This paper describes our experience using mock trials in two computer ethics courses. Each trial was centered on a specific controversial and ethically or legally ambiguous topic related to current computer usage in society. Students participated in a series of mock trials during the term, alternating their role in each trial between jury, proponent, and opponent. Class participation was nearly 100\% for every trial, with many students electing to define their own sub-role within their assigned major role. The logistics of the trials were initially difficult to administer and monitor; however, they quickly became manageable as we gained more experience with the opportunities and pitfalls associated with the mock-trial system, and as students volunteered suggestions for improvements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spradling:2008:ETD, author = "Carol Spradling and Leen-Kiat Soh and Charles Ansorge", title = "Ethics training and decision-making: do computer science programs need help?", journal = j-SIGCSE, volume = "40", number = "1", pages = "153--157", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352188", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A national web-based survey using SurveyMonkey.com was administered to 700 undergraduate computer science programs in the United States as part of a stratified random sample of 797 undergraduate computer science programs. The 251 program responses (36\% response rate) regarding social and professional issues (computer ethics) are presented. This article describes the demographics of the respondents, presents results concerning whether programs teach social and professional issues, who teaches, the role of training in these programs, the decision making process as it relates to computer ethics and why some programs are not teaching computer ethics. Additionally, we provide suggestions for computer science programs regarding ethics training and decision-making and we share reasons why schools are not teaching computer ethics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Oldham:2008:EOC, author = "Joseph D. Oldham", title = "Experience offering a course centered on cyberporn", journal = j-SIGCSE, volume = "40", number = "1", pages = "158--162", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352189", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In Spring Semester 2007 our small liberal arts college offered a new course, Computer Science 150, Cyberporn: A Seminar in Computing and Society. I proposed and taught the course as a one-hour seminar style course with no prerequisite. This paper describes the course, including motivation and student response.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2008:DGB, author = "Laurie Murphy and Gary Lewandowski and Ren{\'e}e McCauley and Beth Simon and Lynda Thomas and Carol Zander", title = "Debugging: the good, the bad, and the quirky --- a qualitative analysis of novices' strategies", journal = j-SIGCSE, volume = "40", number = "1", pages = "163--167", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352191", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A qualitative analysis of debugging strategies of novice Java programmers is presented. The study involved 21 CS2 students from seven universities in the U.S. and U.K. Subjects ``warmed up'' by coding a solution to a typical introductory problem. This was followed by an exercise debugging a syntactically correct version with logic errors. Many novices found and fixed bugs using strategies such as tracing, commenting out code, diagnostic print statements and methodical testing. Some competently used online resources and debuggers. Students also used pattern matching to detect errors in code that ``just didn't look right''. However, some used few strategies, applied them ineffectively, or engaged in other unproductive behaviors. This led to poor performance, frustration for some, and occasionally the introduction of new bugs. Pedagogical implications and suggestions for future research are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nienaltowski:2008:CEM, author = "Marie-H{\'e}l{\`e}ne Nienaltowski and Michela Pedroni and Bertrand Meyer", title = "Compiler error messages: what can help novices?", journal = j-SIGCSE, volume = "40", number = "1", pages = "168--172", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352192", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Novices find it difficult to understand and use compiler error messages. It is useful to refine this observation and study the effect of different message styles on how well and quickly students identify errors in programs. For example, does an increased level of detail simplify the understanding of errors and their correction? We analyzed messages produced by a number of compilers for five programming languages, and grouped them into three style categories from their level of detail and presentation format, and correlated the level of experience and error type with performance and speed of response. The study involved two groups of students taking an introductory programming course at two different institutions; they used messages in these three styles to debug erroneous code. The results indicate that more detailed messages do not necessarily simplify the understanding of errors but that it matters more where information is placed and how it is structured.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2008:BTD, author = "Christian Murphy and Eunhee Kim and Gail Kaiser and Adam Cannon", title = "Backstop: a tool for debugging runtime errors", journal = j-SIGCSE, volume = "40", number = "1", pages = "173--177", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352193", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The errors that Java programmers are likely to encounter can roughly be categorized into three groups: compile-time (semantic and syntactic), logical, and runtime (exceptions). While much work has focused on the first two, there are very few tools that exist for interpreting the sometimes cryptic messages that result from runtime errors. Novice programmers in particular have difficulty dealing with uncaught exceptions in their code and the resulting stack traces, which are by no means easy to understand. We present Backstop, a tool for debugging runtime errors in Java applications. This tool provides more user-friendly error messages when an uncaught exception occurs, and also provides debugging support by allowing users to watch the execution of the program and the changes to the values of variables. We also present the results of two preliminary studies conducted on introductory-level programmers using the two different features of the tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2008:IOS, author = "Owen Astrachan and Peter Denning", title = "Innovating our self image", journal = j-SIGCSE, volume = "40", number = "1", pages = "178--179", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352195", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Groth:2008:ICS, author = "Dennis P. Groth and Helen H. Hu and Betty Lauer and Hwajung Lee", title = "Improving computer science diversity through summer camps", journal = j-SIGCSE, volume = "40", number = "1", pages = "180--181", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352197", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Summer camps offer a ripe opportunity for increasing computer science diversity. This panel provides several examples of summer camps that specifically recruit from traditionally underrepresented demographics. The panelists run camps at a community college, a private liberal-arts college, and public universities. The camps are residential and day camps, coed and all-female camps, ranging from three-days to two-weeks long, with campers from 10-years-olds to high school seniors. In addition to describing their camps, the panelists will provide information on securing funding, recruiting campers from underrepresented populations, measuring impact, and lessons learned along the way. Demonstrations of what campers accomplished will also be shown.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lawson:2008:UII, author = "Barry Lawson and Lewis Barnett", title = "Using {iPodLinux} in an introductory {OS} course", journal = j-SIGCSE, volume = "40", number = "1", pages = "182--186", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352199", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes a proof of concept for introducing iPods and iPodLinux into a one-semester introductory undergraduate operating systems course. iPodLinux is a version of the Linux operating system modified to run on iPods. We added a project to our course in which the students modified the iPodLinux kernel, and we supplemented lectures by discussing specifics of the Linux implementation as they relate to general operating systems concepts. We feel the course was much improved by these additions, with no substantive omission of regular material. Student response was very enthusiastic, and we feel the new material enhanced their course experience by providing a component that was empowering and helped to further improve their knowledge and skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Donaldson:2008:ITO, author = "John L. Donaldson", title = "Implementation of threads as an operating systems project", journal = j-SIGCSE, volume = "40", number = "1", pages = "187--191", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352200", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper the author describes a two-part programming assignment that has been used in an undergraduate operating systems course. The assignment is to write a user-level thread library, similar to the POSIX pthreads library, for a Unix or Linux system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brylow:2008:ELE, author = "Dennis Brylow", title = "An experimental laboratory environment for teaching embedded operating systems", journal = j-SIGCSE, volume = "40", number = "1", pages = "192--196", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352201", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes Marquette University's efforts to build an experimental embedded systems laboratory for hands-on projects in an operating systems course. Our prototype laboratory is now serving as the basis for a coherent sequence of class projects threaded throughout courses in hardware systems, operating systems, networking, and embedded systems. We describe the major components of our Embedded XINU laboratory environment, the operating systems course, and related improvements in other core courses of our curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cooper:2008:ENF, author = "Stephen Cooper and Timothy Fossum and Harriet Taylor", title = "Exploring {NSF} funding opportunities", journal = j-SIGCSE, volume = "40", number = "1", pages = "197--198", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352203", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mayer:2008:IDS, author = "Marissa Mayer", title = "Innovation, design, and simplicity at {Google}", journal = j-SIGCSE, volume = "40", number = "1", pages = "199--199", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352205", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This talk will cover the philosophies of innovation and design at Google, complete with examples of how these philosophies have affected and produced various Google services. Other topics to be covered include: how Google approaches building products with simplicity, its pragmatic and experimental approach to launching products, and a discussion of the academic computer science skills that large, distributed, web-based systems like Google require.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Braught:2008:EPP, author = "Grant Braught and L. Martin Eby and Tim Wahls", title = "The effects of pair-programming on individual programming skill", journal = j-SIGCSE, volume = "40", number = "1", pages = "200--204", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352207", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Previous studies have reported significant educational benefits from the use of pair-programming, in which two students program together at the same computer. Here, we report the results of a controlled study designed to measure the effects of pair-programming on the development of individual programming ability. Our findings indicate significant improvements in individual programming skill for students with lower SAT scores. Additionally, we found that all students are more likely to complete the course successfully when using pair-programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beck:2008:ESC, author = "Leland L. Beck and Alexander W. Chizhik", title = "An experimental study of cooperative learning in {CS1}", journal = j-SIGCSE, volume = "40", number = "1", pages = "205--209", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352208", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "An experiment was conducted to study the effectiveness of the cooperative learning approach to teaching CS1. The cooperative learning exercises, which used specific roles to focus students' attention on key concepts, were designed so they could be used in a variety of educational settings. Experimental results show that the benefits of cooperative learning clearly outweighed any possible losses due to reduced lecture time. These benefits were enjoyed by both male and female students, and by students from a variety of majors. Majority and minority students performed at approximately the same overall level when using the cooperative learning approach. There are indications that the educational benefits continue when students who had a cooperative learning experience in CS1 go on to CS2.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pulimood:2008:PSC, author = "Sarah Monisha Pulimood and Ursula Wolz", title = "Problem solving in community: a necessary shift in {CS} pedagogy", journal = j-SIGCSE, volume = "40", number = "1", pages = "210--214", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352209", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Supporting a workforce that can create, not simply consume, computing technology requires a shift in pedagogy toward problem solving in a gender neutral, culturally and ethnically diverse community. It requires an authentic learning environment in which students solve real problems as a collaborative community with their peers from other disciplines. We report on three pedagogical approaches, namely student selected projects in a CS course, a multidisciplinary project-based course, and courses that partner across disciplines that provide on-demand content.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tenenberg:2008:PCE, author = "Josh Tenenberg and Sally Fincher and John Impagliazzo and Daniel Joyce", title = "Publishing in computing education", journal = j-SIGCSE, volume = "40", number = "1", pages = "215--216", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352211", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This panel is directed to members of the SIGCSE community who would like to learn more about the places to publish in computing education and how to get published there. This panel brings together conference, journal, and book-series editors to share their insights as ``gatekeepers'' of their respective publication venues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McGettrick:2008:RPB, author = "Andrew McGettrick and Eric Roberts and Daniel D. Garcia and Chris Stevenson", title = "Rediscovering the passion, beauty, joy and awe: making computing fun again", journal = j-SIGCSE, volume = "40", number = "1", pages = "217--218", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352213", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haller:2008:GGE, author = "Susan Haller and Brian Ladd and Scott Leutenegger and John Nordlinger and Jody Paul and Henry Walker and Carol Zander", title = "Games: good\slash evil", journal = j-SIGCSE, volume = "40", number = "1", pages = "219--220", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352215", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this special session we present arguments for and against a game-centric computing curriculum. To highlight the issues and ensure equal time for arguments on either side, our session is staged as a debate with three speakers on each side. Our audience is educators and educational researchers interested in the role of game development in the CS curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bareiss:2008:SCL, author = "Ray Bareiss and Martin Griss", title = "A story-centered, learn-by-doing approach to software engineering education", journal = j-SIGCSE, volume = "40", number = "1", pages = "221--225", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352217", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Carnegie Mellon's West Coast Campus offers an MS in Software Engineering, with technical and development management tracks, targeted at working software professionals in Silicon Valley. We believe the program to be unique in that it is entirely team-based and project-centered. Students learn by doing as they are coached just in time by faculty in the context of authentic projects, and they are evaluated based on what they produce. Student satisfaction is high: 92\% believe that the program has given them a competitive advantage with respect to their professional peers, and their promotion and salary histories bear out this belief.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Begel:2008:SNC, author = "Andrew Begel and Beth Simon", title = "Struggles of new college graduates in their first software development job", journal = j-SIGCSE, volume = "40", number = "1", pages = "226--230", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352218", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "How do new college graduates experience their first software development jobs? In what ways are they prepared by their educational experiences, and in what ways do they struggle to be productive in their new positions? We report on a ``fly-on-the-wall'' observational study of eight recent college graduates in their first six months of a software development position at Microsoft Corporation. After a total of 85 hours of on-the-job observation, we report on the common abilities evidenced by new software developers including how to program, how to write design specifications, and evidence of persistence strategies for problem-solving. We also classify some of the common ways new software developers were observed getting stuck: communication, collaboration, technical, cognition, and orientation. We report on some common misconceptions of new developers which often frustrate them and hinder them in their jobs, and conclude with recommendations to align Computer Science curricula with the observed needs of new professional developers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jadud:2008:PPP, author = "Matthew C. Jadud and Jon Simpson and Christian L. Jacobsen", title = "Patterns for programming in parallel, pedagogically", journal = j-SIGCSE, volume = "40", number = "1", pages = "231--235", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352219", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Pipeline, Delta, and Black Hole are three simple patterns used in concurrent software design. We recently presented these and other patterns for parallelism at a nine-hour workshop for professional embedded systems developers. By grounding these patterns in the context of robotic control on the LEGO Mindstorms, we provided an engaging and enjoyable educational experience for our ``students,'' and reaffirmed that small, powerful languages have a place in education for beginners and experts alike.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Holliday:2008:SRW, author = "Mark A. Holliday and J. Traynham Houston and E. Matthew Jones", title = "From sockets and {RMI} to {Web} services", journal = j-SIGCSE, volume = "40", number = "1", pages = "236--240", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352221", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Traditional coverage of network programming techniques in a computer networking course addresses sockets, remote procedure call, and object-oriented remote procedure call. We propose two innovations to that coverage. The first is to emphasize the historical development of those techniques as a sequence with each technique evolving from the previous one. The second innovation is to extend the historical development and the techniques to the important current technique of web services.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hnatyshin:2008:UDC, author = "Vasil Y. Hnatyshin and Andrea F. Lobo", title = "Undergraduate data communications and networking projects using {\tt opnet} and {\tt wireshark} software", journal = j-SIGCSE, volume = "40", number = "1", pages = "241--245", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352222", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The national importance of creating ``content reflecting cutting edge developments in STEM fields'' has been recognized the National Science Foundation. The National Research Council has also noted that creating engaging laboratory and classroom experiences is a challenge to effective undergraduate education in STEM disciplines. In this paper we present our endeavors to address these issues in the field of computer networks. We discuss our experiences with novel laboratory and classroom projects using OPNET and Wireshark software products in undergraduate networking courses. These laboratories help undergraduate students understand fundamental networking concepts through modeling and simulation of computing systems. We have found that their use enhances student learning and interest in the subject of computer networks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Laverell:2008:IIT, author = "W. David Laverell and Zongming Fei and James N. Griffioen", title = "Isn't it time you had an {Emulab}?", journal = j-SIGCSE, volume = "40", number = "1", pages = "246--250", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352223", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Emulabs, network testbeds on which experiments can be carried out through a web interface, are widely recognized as useful research environments. We believe that Emulabs are also excellent platforms for teaching courses in operating systems and networking. Moreover, equipment costs have fallen, and Emulab software has evolved, to the point where any school could conceivably afford their own. This raises the obvious question: ``Should institutions build and operate their own Emulab?''. To get a handle on this question, we describe our experiences building and operating Edulabs --Emulabs specifically designed for education--at Calvin College and the University of Kentucky. We argue that with the right technical support, owning and operating one's own Emulab is a worthwhile endeavor that has many benefits. We acknowledge, however, that in the absence of good technical support, deploying one's own Emulab can be a difficult enterprise. We also describe how we enhanced Emulab to improve its utility in an educational setting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pedroni:2008:AEN, author = "Michela Pedroni and Manuel Oriol and Bertrand Meyer and Lukas Angerer", title = "Automatic extraction of notions from course material", journal = j-SIGCSE, volume = "40", number = "1", pages = "251--255", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352225", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Formally defining the knowledge units taught in a course helps instructors ensure a sound coverage of topics and provides an objective basis for comparing the content of two courses. The main issue is to list and define the course concepts, down to basic knowledge units. Ontology learning techniques can help partially automate the process by extracting information from existing materials such as slides and textbooks. The TrucStudio course planning tool, discussed in this article, provides such support and relies on Text2Onto to extract concepts from course material. We conducted experiments on two different programming courses to assess the quality of the results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldman:2008:IID, author = "Ken Goldman and Paul Gross and Cinda Heeren and Geoffrey Herman and Lisa Kaczmarczyk and Michael C. Loui and Craig Zilles", title = "Identifying important and difficult concepts in introductory computing courses using a {Delphi} process", journal = j-SIGCSE, volume = "40", number = "1", pages = "256--260", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352226", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A Delphi process is a structured multi-step process that uses a group of experts to achieve a consensus opinion. We present the results of three Delphi processes to identify topics that are important and difficult in each of three introductory computing subjects: discrete math, programming fundamentals, and logic design. The topic rankings can be used to guide both the coverage of standardized tests of student learning (i.e., concept inventories) and can be used by instructors to identify what topics merit emphasis.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Starr:2008:BTR, author = "Christopher W. Starr and Bill Manaris and RoxAnn H. Stalvey", title = "{Bloom}'s taxonomy revisited: specifying assessible learning objectives in computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "261--265", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352227", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Traditionally, Bloom's Taxonomy has been used for creating exams and other student assessment instruments. In this paper, we advocate its use for specifying learning outcomes in computer science prior to assessment. We have found, over a period of three years, that this facilitates programmatic assessment and related accreditation activities; it benefits instructors selecting pedagogical tools and assignments; and it enhances communication among faculty engaged in curricular development. We describe Bloom's Taxonomy, illustrate a simple process for applying it in computer science (and other disciplines), and present a case study of how it may be applied in a CS1 course. We believe this process has considerably strengthened our department's assessment program and its ability to maintain its ABET accreditation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dodds:2008:EBF, author = "Zachary Dodds and Ran Libeskind-Hadas and Christine Alvarado and Geoff Kuenning", title = "Evaluating a breadth-first {CS 1} for scientists", journal = j-SIGCSE, volume = "40", number = "1", pages = "266--270", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352229", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper presents a thorough evaluation of CS for Scientists, a CS 1 course designed to provide future scientists with an overview of the discipline. The course takes a breadth-first approach that leverages its students' interest and experience in science, mathematics, and engineering. In contrast to many other styles of CS 1, this course does not presume that its students will study more computer science, but it does seek to prepare them should they choose to. We summarize the past year's worth of assessments of student learning, retention, and affect --- with particular attention paid to women's voices. Where possible, we contrast these student measures with those from a traditional, imperative-first CS1 that this new course replaced. The data thus far suggest that CS for Scientists significantly improves students' understanding of CS, its applications, and practice.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sloan:2008:CBA, author = "Robert H. Sloan and Patrick Troy", title = "{CS} 0.5: a better approach to introductory computer science for majors", journal = j-SIGCSE, volume = "40", number = "1", pages = "271--275", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352230", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "There are often problems when students enter a course with widely different experience levels with key course topics. If the material is covered too slowly, those with greater experience get bored and lose interest. If the material is covered too quickly, those with less experience get lost and feel incompetent. This problem with incoming students of our Computer Science Major led us to create CS 0.5: an introductory Computer Science course to target those CS majors who have little or no background with programming. Our goal is to provide these students with an engaging curriculum and prepare them to keep pace in future courses with those students who enter with a stronger background. Following the lead of Mark Guzdial's work on using media computation for non-majors at Georgia Tech, we use media computation as the tool to provide this engaging curriculum. We report here on our experience to date using the CS 0.5 approach with a media computation course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jin:2008:PPA, author = "Wei Jin", title = "Pre-programming analysis tutors help students learn basic programming concepts", journal = j-SIGCSE, volume = "40", number = "1", pages = "276--280", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352231", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we describe a scaffolding technique --- pre-programming-analysis guided programming (PAGP) --- developed to help students grasp basic programming concepts. Two different ways to implement the PAGP process in a classroom were developed and then compared: one for students to fill out an analysis form, and the other for students to interact with online cognitive tutors. Our results show that the PAGP process helps students learn better and faster, especially with the assistance of the online tutors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2008:MHS, author = "Orit Hazzan and Judith Gal-Ezer and Lenore Blum", title = "A model for high school computer science education: the four key elements that make it!", journal = j-SIGCSE, volume = "40", number = "1", pages = "281--285", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352233", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper presents a model program for high school computer science education. It is based on an analysis of the structure of the Israeli high school computer science curriculum considered to be one of the leading curricula worldwide. The model consists of four key elements as well as interconnections between these elements. It is proposed that such a model be considered and/or adapted when a country wishes to implement a nation-wide program for high school computer science education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hart:2008:NAK, author = "Mindy Hart and James P. Early and Dennis Brylow", title = "A novel approach to {K-12 CS} education: linking mathematics and computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "286--290", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352234", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes a continuing series of summer workshops hosted by Purdue University entitled ``Linking Mathematics and Computer Science.'' Each is designed to inform and inspire high school teachers of mathematics with an interest in computer science. Originally conceived as an extension of our existing K-12 outreach, our workshop aims to provide teachers with innovative activities and ideas that link their secondary school mathematics curriculum with computer science. By reaching out to high school math teachers, we hope to in turn reach a broader base of students outside of computer science classes. By fostering interest in this broader audience, we can increase the number of students entering undergraduate computer science programs, and reach a larger segment of underrepresented populations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sivilotti:2008:SSA, author = "Paolo A. G. Sivilotti and Stacey A. Laugel", title = "Scratching the surface of advanced topics in software engineering: a workshop module for middle school students", journal = j-SIGCSE, volume = "40", number = "1", pages = "291--295", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352235", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A common approach for introducing computer science to middle school students is to teach them a simple yet engaging programming language A different approach is to teach them some advanced topic independent of any particular language or syntax We describe a 3-hour workshop module designed to do both This module has been piloted with a group of thirty 8th grade girls. It uses the Scratch programming language to develop the advanced software engineering concepts of specifications, refinement, and composition After this module, students were enthusiastic about continuing to program in Scratch independently and also felt they learned something about computer science as a discipline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ladner:2008:GLO, author = "Richard E. Ladner and Tammy VanDeGrift", title = "The game of life: an outreach model for high school students with disabilities", journal = j-SIGCSE, volume = "40", number = "1", pages = "296--297", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352237", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this hands-on special session, attendees will learn about and use a Game of Life cellular automata framework (Java) to assist with outreach activities. Using the framework, students with no prior programming experience can create interesting behaviors within thirty minutes. The special session leaders have successfully used this approach for thirteen years in a one-week summer workshop for disabled high school students. The SIGCSE special session will include an introduction to the framework and keys to its success as an outreach activity, followed by participants solving, programming, and proposing specific problems. Attendees will be equipped to guide Game of Life outreach activities at their own outreach events.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolz:2008:SYW, author = "Ursula Wolz and John Maloney and Sarah Monisha Pulimood", title = "'{Scratch}' your way to introductory {CS}", journal = j-SIGCSE, volume = "40", number = "1", pages = "298--299", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352239", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sung:2008:GTP, author = "Kelvin Sung and Michael Panitz and Scott Wallace and Ruth Anderson and John Nordlinger", title = "Game-themed programming assignments: the faculty perspective", journal = j-SIGCSE, volume = "40", number = "1", pages = "300--304", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352241", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We have designed and implemented game-themed programming assignment modules targeted specifically for adoption in existing introductory programming classes. These assignments are self-contained, so that faculty members with no background in graphics or gaming can selectively pick and choose a subset to combine with their own assignments in existing classes. This paper begins with a survey of previous results. Based on this survey, the paper summarizes the important considerations when designing materials for elective adoption. The paper then describes our design, implementation, and assessment efforts. Our result is a road map that guides faculty members in experimenting with game-themed programming assignments by incrementally adopting/customizing suitable materials for their classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Repenning:2008:BPT, author = "Alexander Repenning and Andri Ioannidou", title = "Broadening participation through scalable game design", journal = j-SIGCSE, volume = "40", number = "1", pages = "305--309", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352242", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Game development is quickly gaining popularity in introductory programming courses. Motivational and educational aspects of game development are hard to balance and often sacrifice principled educational goals. We are employing the notion of scalable game design as an approach to broaden participation by shifting the pedagogical focus from specific programming to more general design comprehension. Scalable game design combines the Flow psychological model, the FIT competency framework and the AgentSheets rapid game prototyping environment. The scalable aspect of our approach has allowed us to teach game design in a broad variety of contexts with students ranging from elementary school to CS graduate students, with projects ranging from simple Frogger-like to sophisticated Sims-like games, and with diverse cultures from the USA, Europe and Asia.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Frost:2008:UJL, author = "Daniel Frost", title = "{Ucigame}, a {Java} library for games", journal = j-SIGCSE, volume = "40", number = "1", pages = "310--314", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352243", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Ucigame (pronounced OO-see-GAH-me) is a Java package that supports the programming of $2$D sprite-based computer games. Designed for novice programmers, it enables students in an introductory class to write computer games that have animated sprites, music and sound effects, and event-driven keyboard and mouse handling. Ucigame has also been used successfully in a senior-level class for experienced programmers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bailey:2008:DAD, author = "Mark W. Bailey and Clark L. Coleman and Jack W. Davidson", title = "Defense against the dark arts", journal = j-SIGCSE, volume = "40", number = "1", pages = "315--319", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352245", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Computer science faculty must attract and retain students by offering innovative courses that spark student interest, yet still teach core, computer science concepts. These efforts have become particularly important as computer science enrollments have declined, thus increasing concerns for attracting and retaining students. We describe an innovative course that leverages students' interest in computer security issues to attract and retain technically-oriented students. Our initial vision was to offer a course covering computer viruses --- a subject that even a novice computer user has some familiarity. To avoid the controversy associated with teaching students how to write malicious software, we focused the course on techniques for defending against viruses, so we named the course Defense Against the Dark Arts. In teaching the course, we have found the subject matter provides an engaging way to introduce and reinforce many important computer science concepts that other courses often cover, most particularly, the traditional compiler course. We have taught the course three times at two separate institutions, with a third school soon to follow. The course has been well received by students --- completely filling each semester with enrollments that are four to five times greater than the compiler course. Furthermore, student surveys indicate that the course raises students' awareness of computer security while introducing students to important program translation and analysis concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taylor:2008:MBS, author = "Blair Taylor and Shiva Azadegan", title = "Moving beyond security tracks: integrating security in {CS0} and {CS1}", journal = j-SIGCSE, volume = "40", number = "1", pages = "320--324", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352246", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In response to the national computer security crisis, colleges and universities have developed security tracks and specialized security courses. While security tracks are effective at producing security experts, they only reach a small subset of students and occur after students have established a foundation of coding techniques. Most undergraduate computing students learn programming and design with little regard to security issues. To complement our security track and reach all computing students at the beginning of their studies, we piloted security integration across sections of CS0 and CS1, using a series of security laboratory modules. Preliminary results show increased security knowledge in the security-targeted sections. This paper describes the details and results of this pilot, which serves as a model for further integration throughout the CS curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McAndrew:2008:TCO, author = "Alasdair McAndrew", title = "Teaching cryptography with open-source software", journal = j-SIGCSE, volume = "40", number = "1", pages = "325--329", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352247", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Cryptography has become an important topic in undergraduate curricula in mathematics and computer science, not just for its intrinsic interest---``about the most fun you can have with mathematics'' \cite{ferg04}, but for its current standing as the basis for almost all computer security. From wireless networking to secure email to password protection, cryptographic methods are used to secure information, to protect users, and to protect data. At Victoria University, cryptography has been taught as part of a mathematics and computer science degree for several years. The students all have had at least a year of tertiary mathematics, and some exposure to a computer algebra system (Maple). However, the cost of Maple, and the current licensing agreement, means that students are unable to experiment with the software away from the computer laboratories at the University. For this reason we have decided to investigate the use of open-source computer algebra systems Maxima and Axiom. Although not as full-featured and powerful as the commercial systems Maple and Mathematica, we show they are in fact admirably suited for a subject such as cryptography. In some ways Maxima and Axiom even surpass Maple and Mathematica. Student response to the introduction of these systems has been very positive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huss-Lederman:2008:SFP, author = "Steven Huss-Lederman and Donald Chinn and James Skrentny", title = "Serious fun: peer-led team learning in {CS}", journal = j-SIGCSE, volume = "40", number = "1", pages = "330--331", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352249", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this special session, participants will learn how to use Peer-Led Team Learning (PLTL) effectively in computer science courses. This technique has been successful in reducing drop rates and increasing satisfaction among students. Therefore, it holds promise as a way to boost sagging computer science enrollments in general, and to increase participation of under-represented groups in particular. The goal of the session is to give participants practical information and hands-on experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2008:SUO, author = "Kate Sanders and Jonas Boustedt and Anna Eckerdal and Robert McCartney and Jan Erik Mostr{\"o}m and Lynda Thomas and Carol Zander", title = "Student understanding of object-oriented programming as expressed in concept maps", journal = j-SIGCSE, volume = "40", number = "1", pages = "332--336", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352251", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we present the results of an experiment in which we sought to elicit students' understanding of object-oriented (OO) concepts using concept maps. Our analysis confirmed earlier research indicating that students do not have a firm grasp on the distinction between ``class'' and ``instance.'' Unlike earlier research, we found that our students generally connect classes with both data and behavior. Students rarely included any mention of the hardware/software context of programs, their users, or their real-world domains. Students do mention inheritance, but not encapsulation or abstraction. And the picture they draw of OO is a static one: we found nothing that could be construed as referring to interaction among objects in a program. We then discuss the implications for teaching introductory OO programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ramnath:2008:EIC, author = "Sarnath Ramnath and Brahma Dathan", title = "Evolving an integrated curriculum for object-oriented analysis and design", journal = j-SIGCSE, volume = "40", number = "1", pages = "337--341", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352252", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Object-Oriented Analysis and Design has established itself as an integral and critically vital part of the software development process. In this paper, we describe an integrated approach to teaching this subject so that it covers vital components of this vast field: analysis, object-oriented design principles such as the Liskov Substitution Principle, the design process, which shows how and where the rules are applied, modeling, design and architectural patterns, language features, and refactoring. The course has evolved over the past 10 years to one that revolves around three major case studies. This evolution has resulted in a course that covers all important aspects of OOAD in a manner that emphasizes their inter-relatedness and hence their relevance to overall design process. Feedback suggests that this approach has improved students' understanding of the OOAD concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ma:2008:UCC, author = "Linxiao Ma and John D. Ferguson and Marc Roper and Isla Ross and Murray Wood", title = "Using cognitive conflict and visualisation to improve mental models held by novice programmers", journal = j-SIGCSE, volume = "40", number = "1", pages = "342--346", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352253", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference, which can limit their potential to develop programming skills. This paper proposes a constructivist-based teaching model that integrates cognitive conflict and program visualisation with the aim of supporting novice programmers in the formulation of appropriate mental models. The results of an initial empirical study produced three findings of note. Firstly, a teaching model based on either visualisation alone or cognitive conflict integrated with visualisation can help students develop viable models of value assignment. Secondly, there was evidence to suggest that cognitive conflict integrated with visualisation outperformed visualisation alone in helping students develop viable models of the more challenging concept of object reference assignment. And thirdly, there was evidence of an improvement in students' understanding of value and object reference assignment using the teaching model based on visualisation and cognitive conflict.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buckley:2008:SRC, author = "Michael Buckley and John Nordlinger and Devika Subramanian", title = "Socially relevant computing", journal = j-SIGCSE, volume = "40", number = "1", pages = "347--351", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352255", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we introduce socially relevant computing as a new way to reinvigorate interest in computer science. Socially relevant computing centers on the use of computation to solve problems that students are most passionate about. It draws on both the solipsistic and altruistic side of the current generation of students. It presents computer science as a cutting-edge technological discipline that empowers them to solve problems of personal interest (socially relevant with a little s), as well as problems that are important to society at large (socially relevant with a capital s). We believe that socially relevant computing offers a vision of computer science that has the potential to improve the quantity, quality and diversity of students in our discipline. We describe preliminary results from two on-going curricular experiments at SUNY Buffalo and at Rice University that implement our vision of socially relevant computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brooks:2008:CCL, author = "Christopher H. Brooks", title = "Community connections: lessons learned developing and maintaining a computer science service-learning program", journal = j-SIGCSE, volume = "40", number = "1", pages = "352--356", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352256", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes Community Connections, an ongoing service-learning project at the University of San Francisco aimed at bridging the digital divide. We discuss Community Connections' work both in San Francisco and in Peru, the advantages and learning outcomes of incorporating service-learning into a traditional computer science curriculum, outline some of the pitfalls and challenges in implementing this program, and provide advice for implementing technology-oriented service-learning programs at other institutions based on our experiences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sudol:2008:FCB, author = "Leigh Ann Sudol", title = "Forging connections between life and class using reading assignments: a case study", journal = j-SIGCSE, volume = "40", number = "1", pages = "357--361", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352257", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes an experiment involving incorporating reading assignments into an introductory programming class at the university level. Results indicate that assignments of this type help students make connections between the concepts they are studying, and computer science in general, with their everyday lives.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goode:2008:IDK, author = "Joanna Goode", title = "Increasing diversity in {K-12} computer science: strategies from the field", journal = j-SIGCSE, volume = "40", number = "1", pages = "362--366", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352259", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, I describe features of computer science programs which have successfully attracted underrepresented students to study CS. Drawing from my own teaching experiences, research, and teacher education work; I provide strategies which have diversified K-12 CS courses. The paper also points out how many of these features rely on committed partnerships between schools, school districts, universities, and the CS industry.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maloney:2008:PCU, author = "John H. Maloney and Kylie Peppler and Yasmin Kafai and Mitchel Resnick and Natalie Rusk", title = "Programming by choice: urban youth learning programming with scratch", journal = j-SIGCSE, volume = "40", number = "1", pages = "367--371", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352260", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes Scratch, a visual, block-based programming language designed to facilitate media manipulation for novice programmers. We report on the Scratch programming experiences of urban youth ages 8-18 at a Computer Clubhouse 'an after school center' over an 18-month period. Our analyses of 536 Scratch projects collected during this time documents the learning of key programming concepts even in the absence of instructional interventions or experienced mentors. We discuss the motivations of urban youth who choose to program in Scratch rather than using one of the many other software packages available to them and the implications for introducing programming at after school settings in underserved communities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Owens:2008:CNA, author = "Jim Owens and Jeanna Matthews", title = "Cybercivics: a novel approach to reaching {K-12} students with the social relevance of computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "372--376", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352261", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes CyberCivics, a novel approach to computer science outreach that integrates hands-on computing experiences with the study of contemporary social and political issues. We provide details of one such curriculum, focused on electronic voting, that we used with a high school AP Government course in Spring 2007. We describe our experience with this curriculum and how it enabled us to reach a larger, more diverse and more academically prepared group of students than prior outreach efforts targeted directly at computing courses. We also suggest a number of alternative approaches to outreach based on the CyberCivics idea.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blum:2008:ECO, author = "Lenore Blum and Thomas J. Cortina and Ed Lazowska and Joe Wise", title = "The expansion of {CS4HS}: an outreach program for high school teachers", journal = j-SIGCSE, volume = "40", number = "1", pages = "377--378", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352263", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gehringer:2008:WCL, author = "Edward F. Gehringer and Lillian Cassel and Katherine Deibel and William Joel", title = "{Wikis}: collaborative learning for {CS} education", journal = j-SIGCSE, volume = "40", number = "1", pages = "379--380", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352265", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mache:2008:GCU, author = "Jens Mache and Amy Apon and Thomas Feilhauer and Barry Wilkinson", title = "Grid computing at the undergraduate level: can we do it?", journal = j-SIGCSE, volume = "40", number = "1", pages = "381--382", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352267", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In 2003, MIT Technology Review listed Grid computing as one of 'Ten Emerging Technologies That Will Change the World' [5]. Five years later, is Grid computing ready for the undergraduate classroom? In this panel, a group of educators share their experiences in teaching Grid computing over the past several years and in various settings, and discuss how the subject materials should be developed for the future. Key points under discussion include the place in the undergraduate curriculum, the role of programming exercises, bottom-up versus top-down approaches, and the necessary Grid computing platform. This panel will be of interest to those who teach the subject, and those who wish to introduce Grid computing into their programs. It will also interest those who do not want to offer a full Grid computing course but may wish to introduce Grid computing into existing distributed systems, networking, or parallel programming courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sturtevant:2008:MSI, author = "Nathan R. Sturtevant and H. James Hoover and Jonathan Schaeffer and Sean Gouglas and Michael H. Bowling and Finnegan Southey and Matthew Bouchard and Ghassan Zabaneh", title = "Multidisciplinary students and instructors: a second-year games course", journal = j-SIGCSE, volume = "40", number = "1", pages = "383--387", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352269", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Computer games are a multi-billion dollar industry and have become an important part of our private and social lives. It is only natural, then, that the technology used to create games should become part of a computing science curriculum. However, game development is more than a massive programming endeavor. Today's games are largely about generating content within multidisciplinary teams. CMPUT 250 is a new computing science course at the University of Alberta that emphasizes creating games in multidisciplinary teams. This paper describes our experiences with the course, emphasizing the issues of multidisciplinary interactions: teaching, teamwork, and evaluation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spradling:2008:IME, author = "Carol Spradling and Jody Strauch and Craig Warner", title = "An interdisciplinary major emphasizing multimedia", journal = j-SIGCSE, volume = "40", number = "1", pages = "388--391", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352270", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we describe a new interdisciplinary Bachelor of Science degree in Interactive Digital Media at Northwest Missouri State University, developed and maintained by three departments, Art, Computer Science/Information Systems and Mass Communication. The majors share a common core of courses taught by the three departments with each having its own concentration of Visual Imaging, Computer Science Programming and New Media, respectively. This paper describes the process utilized to develop the major, the curriculum, some observations and the process to maintain the major.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hundhausen:2008:ESB, author = "Christopher D. Hundhausen and N. Hari Narayanan and Martha E. Crosby", title = "Exploring studio-based instructional models for computing education", journal = j-SIGCSE, volume = "40", number = "1", pages = "392--396", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352271", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "While the demand for college graduates with computing skills continues to rise, such skills no longer equate to mere programming skills. Modern day computing jobs demand design, communication, and collaborative work skills as well. Since traditional instructional methods in computing education tend to focus on programming skills, we believe that a fundamental rethinking of computing education is in order. We are exploring a new ``studio-based'' pedagogy that actively engages undergraduate students in collaborative, design-oriented learning. Adapted from architectural education, the studio-based instructional model emphasizes learning activities in which students (a) construct personalized solutions to assigned computing problems, and (b) present solutions to their instructors and peers for feedback and discussion within the context of ``design crits.'' We describe and motivate the studio-based approach, review previous efforts to apply it to computer science education, and propose an agenda for multi-institutional research into the design and impact of studio-based instructional models. We invite educators to participate in a community of research and practice to advance studio-based learning in computing education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2008:WTS, author = "J. McGrath Cohoon and Zhen Wu and Luo Luo", title = "Will they stay or will they go?", journal = j-SIGCSE, volume = "40", number = "1", pages = "397--401", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352273", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The research reported here confirms and deepens our understanding of factors that affect women's confidence in their ability to complete a computer science or computer engineering (CSE) doctoral degree. Analysis of data from a longitudinal study of women participating in the Computing Research Association's Graduate Cohort for Women identifies the conditions or experiences that women perceive as influential. More importantly, we found that women who are not confident in their ability to complete their programs are about four times more likely to think about leaving CSE than those who begin confidently.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Biggers:2008:SPC, author = "Maureen Biggers and Anne Brauer and Tuba Yilmaz", title = "Student perceptions of computer science: a retention study comparing graduating seniors with {CS} leavers", journal = j-SIGCSE, volume = "40", number = "1", pages = "402--406", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352274", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Students who develop a strong interest in another field can hardly be fair target for retention efforts. There are others, however, who might do very well in this field but who leave computer science because of misunderstandings about and a negative experience in this academic major. Retention literature suggests and provides numerous examples of initiatives that improve student retention. To determine how best to impact student retention in your computer science department, a comprehensive understanding of the student experience of your major is essential. Not only is it important to know why students leave your major, but an understanding of why they stay can be useful in developing high impact initiatives. The current study involves a comparative examination of students who graduated from the computer science (CS) major at Georgia Institute of Technology in Atlanta, Georgia (Stayers) with students who chose to leave the major (Leavers). Specifically, perceptions and experiences of computer science as a field in general and the climate of the major were studied. Comparative data collected provided insights into reasons why they entered into the major, about belief of adequate preparation and confidence going into the major, definitions of CS and other related factors. Results were analyzed to identify potential target areas and concrete implementation strategies are suggested for improved retention in the computer science major at this institution.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lopez:2008:CRG, author = "Antonio M. {Lopez, Jr.} and Kun Zhang and Frederick G. Lopez", title = "Cultural representations of gender among {U.S.} computer science undergraduates: statistical and data mining results", journal = j-SIGCSE, volume = "40", number = "1", pages = "407--411", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352275", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Worldwide, there is substantial evidence that cultural contexts may either support or hinder the number of women versus men participating in computing. There is also evidence that certain computing disciplines have more appeal to women than others. Hence research on any computing gender gap should be specific to a culture and a computing discipline. In the United States (US) a popular belief is that Computer Science (CS) has a decidedly 'masculine culture'. This paper reports on research that investigates this perception, comparing CS undergraduates to undergraduates in non-computing disciplines (NCD). The data were collected in a nationwide purposeful sampling of US citizens attending Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) with an ethnic compositional focus on African Americans and Caucasians. The paper describes a survey scale developed in the US to characterize a person's gender role as feminine, masculine, or androgynous. The data were analyzed using statistical and data mining techniques. Surprisingly, CS students were found to be more androgynous than masculine.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Crenshaw:2008:CSR, author = "Tanya L. Crenshaw and Erin Wolf Chambers and Heather Metcalf", title = "A case study of retention practices at the {University of Illinois at Urbana-Champaign}", journal = j-SIGCSE, volume = "40", number = "1", pages = "412--416", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352276", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Computer science is seeing a decline in enrollment at all levels of education. One key strategy for reversing this decline is to improve methods of student retention. This paper, based on a 10-month case study at the Department of Computer Science at the University of Illinois at Urbana-Champaign, examines two aspects of student retention at both the graduate and undergraduate levels: community identity and community relationships. Our data shows that students feel isolated from each other, faculty, and members of the greater computer science community. Given our findings, we highlight existing programs and propose new programs which improve student-community interactions. While the lessons learned might not apply at every institution, they constitute a valuable case study for improving conditions for students at large research universities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Simon:2008:NTN, author = "Beth Simon and Krista Davis and William G. Griswold and Michael Kelly and Roshni Malani", title = "{Noteblogging}: taking note taking public", journal = j-SIGCSE, volume = "40", number = "1", pages = "417--421", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352278", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Classroom note taking tends to be a private activity, hiding a wealth of knowledge in both content and method. With the advent of the web, whose technology and culture seemingly invites everyone to share everything, we are prompted to ask how making note taking a public activity --- noteblogging --- might advance learning. What does a blog about a computer science classroom look like? What supports are needed to enable noteblogging as a form of auxiliary instruction? In this paper we overview the design and use of noteblogging as part of the Ubiquitous Presenter digital classroom system. With NoteBlogger, students with Tablet PCs take handwritten notes digitally on top of the instructor's slides, and their notes are instantly reviewable by other students in class using a web browser. We examine the impact of noteblogging on a CS1 course through interviews with bloggers (to reveal their motivation and understand their choice of content) and blog watchers (to learn when and why they watch). We also analyze the blogs in this CS1 course to identify their educational contribution. We find that noteblogging enables a unique classroom participation model that specifically engages more advanced students. Blog content spans many levels of intellectual engagement, which can support a range of learners in CS1 as well as perhaps model for them various levels of reflection.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kamin:2008:SDT, author = "Sam Kamin and Michael Hines and Chad Peiper and Boris Capitanu", title = "A system for developing tablet {PC} applications for education", journal = j-SIGCSE, volume = "40", number = "1", pages = "422--426", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352279", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We describe a new system for building Tablet PC-based classroom software. The system, called SLICE, is built for extensibility, using a unique ``explicit state'' model. Applications developed thus far include presentation, classroom interaction, shared code review, and exam grading. The paper presents an overview of the system and describes these four applications. It then explains the extensibility model, showing how users can add new features.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wiseman:2008:OEV, author = "Charlie Wiseman and Ken Wong and Tilman Wolf and Sergey Gorinsky", title = "Operational experience with a virtual networking laboratory", journal = j-SIGCSE, volume = "40", number = "1", pages = "427--431", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352280", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Virtual laboratories are a potential replacement for standard laboratory facilities. Use of these virtual resources can reduce cost and maintenance overheads for teaching institutions while still ensuring that students have access to real equipment. Previous work indicates that students respond well to such environments, but one important operational aspect has been overlooked. In this work, we consider instructor overhead by comparing the amount of work required to teach courses with and without the use of a virtual laboratory. In particular, we examine two graduate computer networking courses, each taught with the standard software-only approach and then taught later with the Open Network Laboratory. Our data show that the effort required by the instructor to use a virtual laboratory is not much more than in a software-only environment, and that the increased interaction between student and instructor can be beneficial as the student questions are primarily focused on fundamental networking concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barbosa:2008:LMG, author = "Jorge Barbosa and Rodrigo Hahn and Solon Rabello and D{\'e}bora Barbosa", title = "Local: a model geared towards ubiquitous learning", journal = j-SIGCSE, volume = "40", number = "1", pages = "432--436", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352281", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The increasing use of mobile devices and the dissemination of wireless networks have stimulated mobile and ubiquitous computing research. In this context, education is being considered one of the main application areas. New pedagogical opportunities are created through the use of location systems to track learners, and through context awareness support. This paper proposes a model to explore these opportunities using location information and context management as learning support tools. This model, called LOCAL, was conceived for small scale learning environments, but can be applied in large-scale as well. The model was implemented and the initial results show its utility to assist the teaching and learning processes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hummel:2008:NOC, author = "Joe Hummel and Carl Alphonce and Joe Bergin and Michael Caspersen and Stuart Hansen and James Heliotis and Michael K{\"o}lling", title = "Nifty objects for {CS0} and {CS1}", journal = j-SIGCSE, volume = "40", number = "1", pages = "437--438", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352283", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ludi:2008:DIO, author = "Stephanie Ann Ludi and Thomas Reichlmayr", title = "Developing inclusive outreach activities for students with visual impairments", journal = j-SIGCSE, volume = "40", number = "1", pages = "439--443", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352285", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Despite advances in assistive technology, relatively few visually impaired students participate in university-level computing courses. Significant factors in this under representation include lack of relevant precollege preparation, lack of role models, access to resources, and the highly visual nature of modern computing. This paper describes the development of inclusive activities and materials for use in a summer workshop for precollege students with visual impairments. All activities utilized commercial technologies in the areas of robotics and programming using Lego Mindstorms NXT. The workshop activities are designed to provide a foundation in computing that encourages students to pursue computing in high school and beyond. In addition to activity design, initial results and lessons learned from the summer workshop will be presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Califf:2008:HHS, author = "Mary Elaine Califf and Mary M. Goodwin and Jake Brownell", title = "Helping him see: guiding a visually impaired student through the computer science curriculum", journal = j-SIGCSE, volume = "40", number = "1", pages = "444--448", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352286", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we describe some of the challenges of teaching computer science to a visually impaired student along with suggested solutions for these challenges. We include perspectives of both professors and a severely visually impaired student.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bigham:2008:IBH, author = "Jeffrey P. Bigham and Maxwell B. Aller and Jeremy T. Brudvik and Jessica O. Leung and Lindsay A. Yazzolino and Richard E. Ladner", title = "Inspiring blind high school students to pursue computer science with instant messaging chatbots", journal = j-SIGCSE, volume = "40", number = "1", pages = "449--453", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352287", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Blind students are an underrepresented group in computer science. In this paper, we describe our experience preparing and leading the computer science track at the National Federation of the Blind Youth Slam. As part of this workshop, fifteen blind high school students created and personalized instant messaging chatbots, a project designed to be completely accessible to blind students. Chatbots enable students to infuse their own personalities into a socially-oriented program that incorporates ideas from artificial intelligence, natural language processing, and web services. We first outline the chatbots project and curriculum, which has wide appeal for all students, and then offer general design principles used to create it that can help ensure the accessibility of future projects. Students created their chatbots using a real programming language and were guided by both blind and sighted mentors. By programming from the start in a supportive environment, our students will gain the confidence to persevere in computer science in the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Deibel:2008:CEC, author = "Katherine Deibel", title = "Course experiences of computing students with disabilities: four case studies", journal = j-SIGCSE, volume = "40", number = "1", pages = "454--458", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352288", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Inclusive education is the practice of making sure that all students of all abilities have positive learning experiences. The study presented in this paper explores the current state of inclusive practices in computing education by presenting four case studies of students with disabilities taking their first computing courses. Their experiences share many common themes that reveal insights into their college experiences and connect with current theories as to how to achieve inclusive education. New technologies, such as podcasting, for promoting inclusion are also suggested.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taylor:2008:SER, author = "Carol Taylor and Rose Shumba", title = "Security education: a roadmap to the future", journal = j-SIGCSE, volume = "40", number = "1", pages = "459--460", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352290", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The topic of this proposed special session is security education with an emphasis on increasing the number of schools and programs that teach it. We will review the current status of security education as it is taught within the CS discipline including funding, curriculum standards and government programs. We will also address misconceptions people may have regarding teaching security and how these views hinder the development of programs and curriculum. Another area we cover which we feel is critical to increasing participation in security education is resources for teaching security including existing curriculum, expert assistance from Centers of Excellence schools and other resources. The format of the session will consist of both presentation periods with at least half the session devoted to participant question and answer. Session participants will be encouraged to share experiences and common concerns to the benefit of everyone attending.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rahal:2008:URE, author = "Imad Rahal", title = "Undergraduate research experiences in data mining", journal = j-SIGCSE, volume = "40", number = "1", pages = "461--465", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352292", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The new interdisciplinary field of Data Mining emerged in the early 1990s as a response to the profusion of digital data generated in numerous fields such as biology, chemistry, astronomy, advertising, banking and finance, retail market, stock market, and the WWW. In this paper, I describe an undergraduate course in Data Mining offered at the College of Saint Benedict and Saint John's University in Spring of 2007 as a CSCI-317-upper-division ``Topics in Computer Science''- course, entitled ``Data Intelligence.'' One of the main objectives of the course was to engage students in experimental computing research through a number of carefully planned research activities resulting in better understanding of the course contents and deeper insights into the challenges faced by the data mining community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dahlberg:2008:IRG, author = "Teresa Dahlberg and Tiffany Barnes and Audrey Rorrer and Eve Powell and Lauren Cairco", title = "Improving retention and graduate recruitment through immersive research experiences for undergraduates", journal = j-SIGCSE, volume = "40", number = "1", pages = "466--470", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352293", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Research experiences for undergraduates are considered an effective means for increasing student retention and encouraging undergraduate students to continue on to graduate school. However, managing a cohort of undergraduate researchers, with varying skill levels, can be daunting for faculty advisors. We have developed a program to engage students in research and outreach in visualization, virtual reality, networked robotics, and interactive games. Our program immerses students into the life of a lab, employing a situated learning approach that includes tiered mentoring and collaboration to enable students at all levels to contribute to research. Students work in research teams comprised of other undergraduates, graduate students and faculty, and participate in professional development and social gatherings within the larger cohort. Results from our first two years indicate this approach is manageable and effective for increasing students' ability and desire to conduct research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Feamster:2008:CGR, author = "Nick Feamster and Alexander Gray", title = "Can great research be taught?: independent research with cross-disciplinary thinking and broader impact", journal = j-SIGCSE, volume = "40", number = "1", pages = "471--475", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352294", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes a course we have developed for preparing new Ph.D. students in computer science for a career in research. The course is intended to teach the skills needed for research and independent work, prepare students psychologically and socially for years lying before them, and help them find a good Ph.D. topic by providing principles and examples. In this course, we emphasize and encourage impact through cross-disciplinary research and broader societal outreach. To our knowledge, the course represents a first-of-its-kind systematic introduction to a graduate research career. This paper describes our high-level goals for this curricular initiative, the structure of the course (including lecture components and assignments), and the challenges we faced in developing this course. As we continue to develop this course, which is now in its second year, we hope it will serve as a model ``introduction of Ph.D. research'' course for other computer science departments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2008:CAS, author = "Raymond Lister and Ilona Box", title = "A citation analysis of the {SIGCSE 2007} proceedings", journal = j-SIGCSE, volume = "40", number = "1", pages = "476--480", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352295", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper identifies the most commonly cited conferences, journals and books among the 1398 citations made in the 122 publications of the SIGCSE 2007 proceedings. The SIGCSE 2007 authors cited a very large array of conferences, journals and books, but the majority are only cited within a single paper. There are only a very small set of journals and conferences cited frequently. Most books cited are concerned with technical information or are textbooks. Only 2\% of books are concerned with computer science education and 23\% with education in general. The picture that emerges from this citation analysis is that the SIGCSE community does not have a substantial core set of educational literature. Also, the epistemology of the SIGCSE community is primarily objectivist, with a focus on content, rather than a constructivist, student-centered focus on learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Humphrey:2008:PSI, author = "Watts Humphrey and Robert Musson and Rafael Salazar", title = "Preparing students for industry's software engineering needs", journal = j-SIGCSE, volume = "40", number = "1", pages = "481--482", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352297", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Erkan:2008:IBD, author = "Ali Erkan and Diyan Gochev", title = "An image background detection project for a visual exploration of {DFS} and {BFS}", journal = j-SIGCSE, volume = "40", number = "1", pages = "483--487", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352299", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We outline a Data Structures project that visualizes the operation of depth first search (DFS) and breadth first search (BFS). We use color to illustrate how these two techniques differ as they traverse a search space. We present additional exercises that outline how students can further explore the underlying data structures, algorithmic concepts, and efficiency issues. We also provide a limited amount of student assessment to gauge the effectiveness of our approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Subramanian:2008:CDV, author = "K. R. Subramanian and T. Cassen", title = "A cross-domain visual learning engine for interactive generation of instructional materials", journal = j-SIGCSE, volume = "40", number = "1", pages = "488--492", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352300", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We present the design and development of a Visual Learning Engine, a tool that can form the basis for interactive development of visually rich teaching and learning modules across multiple disciplines. The engine has three key features that makes it powerful and cross-disciplinary, (1) it is based on a finite state machine model, that supports concepts presented in any defined sequence, (2) instructional modules are designed and generated interactively using graphical interface widgets, facilitating non-programmers to use the system, and (3) ability to simultaneously present concepts and their visual representation that allows for a more intuitive and exploratory learning experience. We demonstrate a prototype of the learning engine by testing it on examples from Computer Science (sorting algorithms, recursion) and Electrical Engineering (signal manipulations).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Allenstein:2008:QSS, author = "Brett Allenstein and Andrew Yost and Paul Wagner and Joline Morrison", title = "A query simulation system to illustrate database query execution", journal = j-SIGCSE, volume = "40", number = "1", pages = "493--497", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352301", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "The underlying processes that enable database query execution are fundamental to understanding database management systems. However, these processes are complex and can be difficult to explain and illustrate. To address this problem, we have developed a Java-based query simulation system that enables students to visualize the steps involved in processing DML queries. We performed a field experiment to evaluate the system, and the results suggest that the system improves student comprehension of the query execution process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Williams:2008:IEC, author = "Andrew B. Williams and David S. Touretzky and Ethan J. Tira-Thompson and LaVonne Manning and Chutima Boonthum and Clement S. Allen", title = "Introducing an experimental cognitive robotics curriculum at historically black colleges and universities", journal = j-SIGCSE, volume = "40", number = "1", pages = "498--502", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352303", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "A successful collaboration between Spelman College and Carnegie Mellon University led to an NSF-funded Broadening Participation in Computing project to set up robotics education laboratories and introduce undergraduate instruction in cognitive robotics at three other Historically Black Colleges and Universities (HBCUs). We give a brief overview of cognitive robotics and the Tekkotsu software architecture, and describe our experiences teaching computer science students with no previous robotics exposure to program sophisticated mobile robots.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pearce:2008:FGO, author = "Janice Pearce and Mario Nakazawa", title = "The funnel that grew our {CIS} major in the {CS} desert", journal = j-SIGCSE, volume = "40", number = "1", pages = "503--507", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352304", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Across the US, plummeting CS enrollments and disappointing student retention have caused serious concern in recent years. Yet, in the Spring of 2007, the Berea College faculty unanimously adopted a CIS major in response to the rise in enrollment in CS0 and retention into CS1. This paper details how using a funnel approach to attract students into the discipline via multiple CS0-level courses resulted in the exception to the trend.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Khuri:2008:BTC, author = "Sami Khuri", title = "A bioinformatics track in computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "508--512", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352305", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we describe the bioinformatics track we created to better prepare students for health, medical and life science professions. Our program was motivated by the fact that bioinformatics training is in high demand. Many universities have responded to this demand by creating majors in bioinformatics, while others by creating minors in bioinformatics. Our response was less extreme as we opted for a computer science track in bioinformatics which we describe in this article.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Townsend:2008:GHV, author = "Gloria Childress Townsend and Lecia Barker and Suzanne Menzel and J. McGrath Cohoon", title = "{Grace Hopper} visits the neighborhood", journal = j-SIGCSE, volume = "40", number = "1", pages = "513--517", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352307", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper highlights several viewpoints concerning a small regional conference for women in computing, which is modeled after the successful and well-known Grace Hopper Celebration of Women in Computing. The viewpoints include rationale for the conference, descriptions of the celebration that provide a snapshot which captures the ease of organizing a similar event at other regional sites, additional sources for finding complete information (including a detailed how-to manual) and an account of the assessment of two recent regional celebrations performed by senior researchers at the National Center of Women and Information Technology (NCWIT).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Powell:2008:IPF, author = "Rita Manco Powell", title = "Improving the persistence of first-year undergraduate women in computer science", journal = j-SIGCSE, volume = "40", number = "1", pages = "518--522", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352308", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "This paper describes a study of undergraduate women's retention in the first-year of the computer science major at the University of Pennsylvania for the purpose of identifying the underlying issues responsible for attrition. The subsequent steps taken by the faculty to improve women's retention is also discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2008:EUP, author = "Amruth N. Kumar", title = "The effect of using problem-solving software tutors on the self-confidence of female students", journal = j-SIGCSE, volume = "40", number = "1", pages = "523--527", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352309", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We examined whether using problem-solving software tutors in Computer Science I can help improve the self-confidence of female students. We analyzed the data collected by five software tutors in spring 2006. We found that (1) the self-confidence of female Computer Science I students before using the software tutors was in many cases lower than that of male students, as has been stated in prior literature; (2) Using problem-solving software tutors improved the self-confidence of female students to be on par with that of male students when female students started with lower prior self-confidence. Since researchers have suggested that self-confidence is one of the factors contributing to the shrinking pipeline, problem-solving software tutors can be used to improve the retention of female students in Computer Science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boustedt:2008:ISL, author = "Jonas Boustedt and Robert McCartney and Josh Tenenberg and Scott D. Anderson and Caroline M. Eastman and Daniel D. Garcia and Paul V. Gestwicki and Margaret S. Menzin", title = "It seemed like a good idea at the time", journal = j-SIGCSE, volume = "40", number = "1", pages = "528--529", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352311", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "We often learn of successful pedagogical experiments, but we seldom hear of the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2008:CUA, author = "Lillian N. Cassel and Michael Caspersen and Gordon Davies and Renee McCauley and Andrew McGettrick and Art Pyster and Robert Sloan", title = "Curriculum update from the {ACM Education Board}: {CS2008} and a report on {Masters} degrees", journal = j-SIGCSE, volume = "40", number = "1", pages = "530--531", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352313", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Janzen:2008:TDL, author = "David Janzen and Hossein Saiedian", title = "Test-driven learning in early programming courses", journal = j-SIGCSE, volume = "40", number = "1", pages = "532--536", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352315", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Coercing new programmers to adopt disciplined development practices such as thorough unit testing is a challenging endeavor. Test-driven development (TDD) has been proposed as a solution to improve both software design and testing. Test-driven learning (TDL) has been proposed as a pedagogical approach for teaching TDD without imposing significant additional instruction time. This research evaluates the effects of students using a test-first (TDD) versus test-last approach in early programming courses, and considers the use of TDL on a limited basis in CS1 and CS2. Software testing, programmer productivity, programmer performance, and programmer opinions are compared between test-first and test-last programming groups. Results from this research indicate that a test-first approach can increase student testing and programmer performance, but that early programmers are very reluctant to adopt a test-first approach, even after having positive experiences using TDD. Further, this research demonstrates that TDL can be applied in CS1/2, but suggests that a more pervasive implementation of TDL may be necessary to motivate and establish disciplined testing practice among early programmers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thornton:2008:SSW, author = "Matthew Thornton and Stephen H. Edwards and Roy P. Tan and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "Supporting student-written tests of {GUI} programs", journal = j-SIGCSE, volume = "40", number = "1", pages = "537--541", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352316", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Tools like JUnit and its relatives are making software testing reachable even for introductory students. At the same time, however, many introductory computer sciences courses use graphical interfaces as an ``attention grabber'' for students and as a metaphor for teaching object-oriented programming. Unfortunately, developing software tests for programs that have significant graphical user interfaces is beyond the abilities of typical students (and, for that matter, many educators). This paper describes a framework for combining readily available tools to create an infrastructure for writing tests for Java programs that have graphical user interfaces. These tests are level-appropriate for introductory students and fit in with current approaches in computer science education that incorporate testing in programming assignments. An analysis of data collected during actual student use of the framework in a CS1 course is presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sauve:2008:TSD, author = "Jacques Philippe Sauv{\'e} and Os{\'o}rio Lopes Abath Neto", title = "Teaching software development with {ATDD} and easyaccept", journal = j-SIGCSE, volume = "40", number = "1", pages = "542--546", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352317", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "In this paper, we report our experience in teaching software development to Computer Science undergraduate students using acceptance test-driven development (ATDD) and the acceptance testing tool EasyAccept. A typical software design course in a Computer Science curriculum has been modified to include project assignments with executable analysis, which gives students more focus on meeting requirements, boosts confidence in the code being written and results in increased software correctness. We evaluate the benefits of the approach and give suggestions on how to cope with its limitations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ladner:2008:CSE, author = "Richard E. Ladner and Dan Comden", title = "Computer science for everyone: making your computing classes and departments accessible", journal = j-SIGCSE, volume = "40", number = "1", pages = "547--548", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352319", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lazowska:2008:CSP, author = "Ed Lazowska", title = "Computer science: past, present, and future", journal = j-SIGCSE, volume = "40", number = "1", pages = "549--549", month = mar, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1352322.1352321", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:10 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE 08.", abstract = "Computing research has made remarkable advances, but there's much more to be accomplished. The next few decades of advances should be even more significant, and even more interesting, than the past few. The National Science Foundation has created the Computing Community Consortium to engage computing researchers in an ongoing process of visioning --- of imagining what we might contribute to the world, in terms that we and the world might both appreciate. This process is just beginning, and I'd like to take this opportunity to engage you. I will review the progress that our field has made, and I'll present a number of ``grand challenge'' problems that we should be prepared to tackle in the coming decade. I'll invite your contributions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jukic:2008:URD, author = "Nenad Jukic and Paul Gray", title = "Using real data to invigorate student learning", journal = j-SIGCSE, volume = "40", number = "2", pages = "6--10", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383604", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#JukicG08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Students need hands-on-experience with industrial strength databases and large data sets so they can deal with them when once employed. Many schools find it too expensive because of the cost and faculty resources required. That excuse is no longer valid. Colleges and Universities throughout the world can avail themselves of an extraordinary gift from Teradata Corporation that allows introducing large, complex problems into computer science classes without cost. The gift includes software and enormous databases available through the Internet as Software as a Service. This editorial describes the Teradata University Network, and how faculty can obtain this resource for their classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2008:GCC, author = "Tony Clear", title = "Global collaboration in course delivery: are we there yet?", journal = j-SIGCSE, volume = "40", number = "2", pages = "11--12", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383606", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Clear08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Some recent experiences with Global Educational Collaborations have given me occasion to reflect on how sustainable such initiatives are, and whether they will over time become embedded in the fabric of modern University education, especially for courses such as Global Software Engineering. Swigger and colleagues argue to the contrary at least for now, observing that ``technical barriers such as unreliable software and institutional regulations discourage most teachers from exploring distributed learning'' [1]. But does this pessimistic view truly recognize the realities of the age? For Giddens ``one of the dominant characteristics of modernity is the separation of time from space made possible by the standardization of time across the world'', with ``human efforts to standardize temporal frameworks inscribed in official time zones'' [2]. Is a Global Collaboration then, inherently a product of the trend towards universal time, wherein time is the scarce resource of `clock' time (based on what might be termed a temponomic world view [3, P.61]).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Topi:2008:RIS, author = "Heikki Topi", title = "Role of information systems as a business discipline", journal = j-SIGCSE, volume = "40", number = "2", pages = "12--14", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383608", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Topi08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "One of the questions that is frequently raised during any serious discussion related to the identity of Information Systems (IS) education is the relationship between the business domain and IS and the role of IS as a business discipline. Naturally, IS as an academic discipline has its strongest roots within the business school community and a history that is closely linked to the rapid growth in the dependence of businesses of all types and sizes on information technology. Particularly in North America, most of the founding academics in the field of IS came from business schools, and information systems as artifacts were seen to exist to support management in organizations. Both in research and in curriculum development, large corporations got more attention than smaller companies because they presented the most interesting and challenging problems to solve and had the most focused demand for graduates. In addition, business schools identified the need to hire academic specialists who are able to integrate issues related to business and technology in their research and teaching. Particularly during the boom years of late 1980s and 1990s, student demand for courses in Information Systems was very high, which obviously raised the level of interest in the discipline among business school administrators. The events of early 2000s led to the rapid declines in enrollments that we all have experienced and are fighting against. Not surprisingly, these developments have made some business schools question the value of IS programs and departments, but the field is still predominantly associated with business schools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2008:OG, author = "Raymond Lister", title = "The originality glut", journal = j-SIGCSE, volume = "40", number = "2", pages = "14--15", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383610", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Lister08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Originality is over-rated in computing education research. We have a world-wide glut of originality.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2008:AR, author = "Henry MacKay Walker", title = "Advertising and recruiting", journal = j-SIGCSE, volume = "40", number = "2", pages = "16--17", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383612", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Walker08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Much is said these days regarding low enrollments in computer science, reports indicate significant difficulties in recruiting women and other underrepresented groups to the field, and many studies discuss difficulties with the public image of computing. Clearly many deep societal and cultural issues underlie much of the problem, and many organizations (including ACM, ACM-W, CSTA, and SIGCSE) are considering ways to address these systemic issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2008:RGA, author = "Elizabeth K. Hawthorne", title = "Revising the guidelines for associate-degree transfer curriculum in computer science", journal = j-SIGCSE, volume = "40", number = "2", pages = "18--18", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383614", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Hawthorne08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "The ACM Two-Year College Education Committee (TYCEC) is finalizing revisions to its computer science transfer curriculum in conjunction with the five-year interim review of the CS2001 volume. These 2008 transfer guidelines will update the Guidelines for Associate Degree Programs in Computer Science published in 2003 by ACM and IEEE-CS. The committee also extends a warm welcome to our newest member recruited to assist with this undertaking, Assistant Professor Anita M. Wright of Camden County College, Blackwood, NJ.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2008:OCN, author = "Judith Gal-Ezer", title = "Online courses: {North Carolina} business and {IT} courses: a case study", journal = j-SIGCSE, volume = "40", number = "2", pages = "18--19", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383616", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Gal-Ezer08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Deborah Seehorn, of the North Carolina Department of Public Instruction aroused my curiosity and interest when I met her a few months ago at one of the CSTA (The Computer Science Teachers Association) board committee meetings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2008:SIH, author = "A. Joe Turner", title = "Some {IFIP} happenings", journal = j-SIGCSE, volume = "40", number = "2", pages = "20--20", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383618", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Turner08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "As described in previous columns, the International Federation for Information Processing (IFIP) is a federation of IT societies. ACM is a member of IFIP, and SIGCSE sponsors ACM's representative to the IFIP Technical Committee on Education (TC3). This column provides a summary of some recent and upcoming IFIP activities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2008:DCS, author = "Lisa C. Kaczmarczyk", title = "Drink the coffee and see the puffy white clouds", journal = j-SIGCSE, volume = "40", number = "2", pages = "20--22", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383620", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Kaczmarczyk08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Sometimes, in pursuit of your well percolated vision, you have to break with convention and take a really big risk. In my last column I wrote about taking a risk in the CS classroom, scary events that followed, and the ultimate pedagogical payoff that made it all worth it. This month I introduce you to my latest, and to date largest, plunge off the deep end.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2008:TYD, author = "Jeffrey L. Popyack", title = "Take your daughters (and sons) to work: and leave them there", journal = j-SIGCSE, volume = "40", number = "2", pages = "22--23", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383622", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Popyack08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Greetings! And no, with that title I am hardly advocating any sort of child abandonment. Rather, I am musing figuratively about the relationship between recruiting students and influencing our own children's directions in life. What do they learn when they see us at work? Will envisioning themselves in our positions make them want to follow suit? Better yet, how many friends of theirs can we bear to bring with them? And of course, will any of them want to stay?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2008:AMC, author = "Peter B. Henderson", title = "Abstraction, model checking and software correctness", journal = j-SIGCSE, volume = "40", number = "2", pages = "23--24", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383624", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Henderson08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "I hope you were able to read the contribution from Maria and Gary Litvin, Pre-college Math Concepts vs Skills --- Preparation for Computing Studies, in my last column. This article addressed one of the most important issues our discipline faces, the preparation and motivation of young people to pursue a career in computing. To repeat, here is a quote from the back cover of their book for high school students Mathematics for the Digital Age and Programming in Python: ``The vision behind this book is that math and computer science should help each other. A programmer needs to be comfortable with abstractions, and that is precisely what math teaches. Computer science reciprocates by providing models and hands-on exercises that help clarify and illustrate more abstract math.'' This columns contribution ``Reflections on Teaching Abstraction and Other Soft Ideas'' by Orit Hazzan, which can be found on page?? of this issue of Inroads, further reinforces the relevance of abstraction for software developers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2008:SBF, author = "David Ginat", title = "Separating between foes", journal = j-SIGCSE, volume = "40", number = "2", pages = "24--25", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383626", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Ginat08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "The current issue's new challenge is slightly different from previous challenges. It involves two questions, of whether particular goals may be achieved. If they may be achieved, then a suitable algorithm should be developed and justified; otherwise -a proof of impossibility should be displayed. The solutions for both questions involve relevant and useful notions in computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Neeman:2008:SPE, author = "Henry Neeman and Horst Severini and Dee Wu", title = "Supercomputing in plain {English}: teaching cyberinfrastructure to computing novices", journal = j-SIGCSE, volume = "40", number = "2", pages = "27--30", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383628", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#NeemanSW08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "The field of Cyberinfrastructure (CI) has experienced rapid and exciting progress in enabling technologies, but much slower improvements in application codes, largely because of the ongoing disconnect between the CI and application research communities. At the University of Oklahoma, the OU Supercomputing Center for Education \& Research (OSCER) is addressing this issue using a multipronged pedagogical strategy that combines workshops, tours, question-and-answer and ``rounds'' (one-on-one interactions), with minimal jargon, using storytelling and analogies to capture the essential properties of Cyberinfrastructure.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ainsworth:2008:MMCa, author = "A. Barbara Ainsworth and Judithe Sheard and Chris Avram", title = "The {Monash Museum of Computing History}: part 1", journal = j-SIGCSE, volume = "40", number = "2", pages = "31--34", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383629", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#AinsworthSA08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "The Monash Museum of Computing History, Monash University preserves the artifacts and the experiences of fifty years of computing education and research at one of Australia's top ten universities. In this first part of a two part paper, we describe the purpose, the development and the planned future for the museum. In Part Two, we will describe the collection and current display.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Alvarez:2008:CHE, author = "Marco A. Alvarez and Jos{\'e} Baiocchi and Jos{\'e} Antonio Pow Sang", title = "Computing and higher education in {Peru}", journal = j-SIGCSE, volume = "40", number = "2", pages = "35--39", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383630", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#AlvarezBS08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "In Peru, the computing discipline as an academic field has been neglected during decades deriving in a low-quality higher education system and consequently shaping an academic community with modest participation within scientific production around the world. At the undergraduate level, universities have not adopted international standards or curricula recommendations that could contribute to improve the quality of computing and related engineering programs. Considering this context, the present document aims to present an overview of the current situation followed by suggestions toward the empowering of the field following international well-adopted practices and respecting local characteristics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hazzan:2008:RTA, author = "Orit Hazzan", title = "Reflections on teaching abstraction and other soft ideas", journal = j-SIGCSE, volume = "40", number = "2", pages = "40--43", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383631", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Hazzan08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This essay relies on my research works about abstraction conducted over the past decade. It addresses the importance of increasing students' awareness to the concept of abstraction and other soft ideas and suggests several approaches for the teaching of soft ideas in general and of the concept of abstraction in particular.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schreiner:2008:SLL, author = "Axel-Tobias Schreiner and James E. Heliotis", title = "{Sudoku}: a little lesson in {OOP}", journal = j-SIGCSE, volume = "40", number = "2", pages = "44--47", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383632", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#SchreinerH08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Paying only lip service to the principles of object-oriented programming rarely results in the expected benefits. This paper presents a series of designs for a Sudoku application that will lead introductory students through the all-important process of trial and error. They will see examples of design analysis, criticism, and improvement. The paper concludes with some general pointers why and how the initial mistakes could have been avoided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Spiegel:2008:IIT, author = "Daniel S. Spiegel and Lisa M. Frye and Linda L. Day", title = "Issues in the instantiation of template classes", journal = j-SIGCSE, volume = "40", number = "2", pages = "48--51", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383633", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#SpiegelFD08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Teaching students to incorporate template classes into their C++ projects is an important concept in object-oriented programming. The most efficient implementation method for template classes is dependent on several factors. Two significant factors are different integrated development environments with differing requirements, and incongruous philosophies among instructors. Herein, several template class instantiation methods under Gnu compilers will be discussed, along with their pros and cons.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2008:PFO, author = "Timothy J. Rolfe", title = "Perverse and foolish oft {I} strayed", journal = j-SIGCSE, volume = "40", number = "2", pages = "52--55", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383634", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Rolfe08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This uses a massively wrong-headed algorithm for sorting to exemplify the use of the backtracking strategy and the branch-and-bound strategy. In addition, brief notes are included on parallel processing approaches: Java threads on multi-core computers and distributed processing through such message passing systems as PVM and MPI.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goluboff:2008:DTD, author = "Barry Goluboff", title = "A denotational tracing domain for {C}++ programs", journal = j-SIGCSE, volume = "40", number = "2", pages = "56--61", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383635", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Goluboff08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "By adding certain denotational constructs to C++, a domain is created wherein programs are traced as an augmentation of their source code. This tracing method is intended to be used along with other instructional strategies for teaching C++ programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2008:OFU, author = "Torben Lorenzen and Abdul Sattar", title = "Objects first using {Alice} to introduce object constructs in {CS1}", journal = j-SIGCSE, volume = "40", number = "2", pages = "62--64", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383636", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#LorenzenS08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Java has become the programming language of choice for the first computer programming course in most of the computer science programs in the country. However, Java is a true objected-oriented language and requires instructors to introduce object-oriented constructs (classes, objects and methods) early in the course. This poses a problem for both students (who find the introduction to objects to be very dry and abstract) and instructors (who attempt to enliven this material). In this paper, the authors describe how Alice is used to introduce the essential concepts of object-oriented programming in the beginning of a CS1 Java course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stone:2008:IPP, author = "Jeffrey A. Stone and Elinor M. Madigan", title = "The impact of providing project choices in {CS1}", journal = j-SIGCSE, volume = "40", number = "2", pages = "65--68", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383637", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#StoneM08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "CS educators are constantly faced with the challenge of engaging students who have neither the interest nor skill level necessary to succeed in an introductory course. One potential solution is to allow students to choose their projects from a set of comparable alternatives, each of which represents a different problem domain. This paper reports on the results of a two-year study designed to measure the impact of project choice on student outcomes in a CS1-style course for non-majors. The results suggest that the gender plays a major role in both the projects chosen and student outcomes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lui:2008:LSP, author = "Andrew K. Lui and Yannie H. Y. Cheung and Siu Cheung Li", title = "Leveraging students' programming laboratory work as worked examples", journal = j-SIGCSE, volume = "40", number = "2", pages = "69--73", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383638", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#LuiCL08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This paper describes a web-based courseware that is designed to further improve the programming skills of strong students. The courseware leverages students' laboratory work as worked examples. Worked examples are regarded as an efficient tool for schema acquisition. The variations in the methods used in the examples provide an opportunity to acquire alternative schemas for solving problems. The paper describes the functions of the courseware. The results of the evaluations suggest that students' solutions are intrinsically useful as worked examples because they exhibit significant variations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sher:2008:VPA, author = "David B. Sher", title = "A visual proof for an average case of list searching", journal = j-SIGCSE, volume = "40", number = "2", pages = "74--78", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383639", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Sher08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This paper describes how the more mathematical topics in the data structures curriculum can be illustrated with visual proofs. This frees students from difficult algebraic manipulation. Visual proofs are provided for the average case of searching for a unique item in a list and for searching for an item which occurs independently (and not necessarily uniquely) in the list with a known probability.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Masuck:2008:AFM, author = "Carol Masuck and Jim Alves-Foss and Paul W. Oman", title = "Analysis of fault models for student use", journal = j-SIGCSE, volume = "40", number = "2", pages = "79--83", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383640", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#MasuckAO08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Computer science educators have long been concerned over the difficulty with which some students learn to write computer programs; especially the wide disparity in students' abilities to locate and fix faults in the programs they write. We hypothesized that requiring students to categorize faults (as the faults are encountered) would help them better understand the faults and, in turn, improve their corrections and speed up the programming process. This paper analyzes five fault categorization models, with an eye towards application by novice programmers, and provides experimental evidence showing that simple fault categorization can aid students' programming abilities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2008:RSR, author = "Amruth Kumar and Patricia A. Joseph and Michael Goldweber and Paul J. Wagner", title = "Reviewing the {SIGCSE} reviewing process", journal = j-SIGCSE, volume = "40", number = "2", pages = "84--89", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383641", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#KumarJGW08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "The ACM Special Interest Group in Computer Science Education (SIGCSE) has long used a double-blind reviewing process for both its annual symposium and ITiCSE conference. However, it is healthy for a community to review its policies and practices periodically to ensure that they continue to meet the needs and objectives of the community. Toward this end, this paper suggests a set of general goals for the SIGCSE reviewing process, identifies a number of important issues, and presents suggestions for resolving these issues.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Vandever:2008:TBS, author = "Kelly Vandever", title = "Teaching the business of software development", journal = j-SIGCSE, volume = "40", number = "2", pages = "90--92", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383642", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Vandever08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Computer science graduates come into the software development workforce with some great knowledge. But additional education is required to better prepare them for the business of software development. In this article, Kelly Vandever of Communications for Everyone, LLC encourages educators to consider what other elements should be included as part of their college programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jacobson:2008:PPC, author = "Norman Jacobson and Suzanne K. Schaefer", title = "Pair programming in {CS1}: overcoming objections to its adoption", journal = j-SIGCSE, volume = "40", number = "2", pages = "93--96", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383643", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#JacobsonS08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "In academic year 2005-06, the Bren School considered incorporating pair programming into CS1, primarily because of reports it increased students' satisfaction with the course and improved their performance in it. Though not denying its benefits, objectors asserted that certain obstacles doomed pair programming to failure and so was not worth undertaking. We refuted some of these assertions sufficiently to proceed with pair programming in CS1; evidence from that offering allowed us to refute the remainder (as does evidence from subsequent ones). We contend our findings apply to programming classes generally and will help convince objectors that pair programming is worth attempting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Desai:2008:SET, author = "Chetan Desai and David Janzen and Kyle Savage", title = "A survey of evidence for test-driven development in academia", journal = j-SIGCSE, volume = "40", number = "2", pages = "97--101", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383644", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#DesaiJS08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "University professors traditionally struggle to incorporate software testing into their course curriculum. Worries include double-grading for correctness of both source and test code and finding time to teach testing as a topic. Test-driven development (TDD) has been suggested as a possible solution to improve student software testing skills and to realize the benefits of testing. According to most existing studies, TDD improves software quality and student productivity. This paper surveys the current state of TDD experiments conducted exclusively at universities. Similar surveys compare experiments in both the classroom and industry, but none have focused strictly on academia.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Poe:2008:REC, author = "David Poe and Christine Hansen and Kellie McGowan and Gautam Singh", title = "Refining educational content through a closed-loop {FLOW} approach", journal = j-SIGCSE, volume = "40", number = "2", pages = "102--106", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383645", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#PoeHMS08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This paper describes the implementation of a system, called Foundational Learning Objects Workbench (FLOW), which is intended to be used by instructors to educate their students in the major principles of multidisciplinary fields at a variety of grade levels. FLOW functions by dividing the major topics in a field into modules. These modules cover a wide variety of topics and may be inserted into different courses, providing students with a basic understanding of the field in question. FLOW also possesses methods for assessing both students and the modules.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rafieymehr:2008:KCK, author = "Ali Rafieymehr", title = "Kids in Computing ({K.I.C}.): is there a solution to solve the computer science enrollment problem?", journal = j-SIGCSE, volume = "40", number = "2", pages = "107--111", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383646", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Rafieymehr08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "We, as educators, have all seen firsthand that computer science enrollment numbers have gone down during the past few years. Is there a solution that we can employ that will solve the enrollment problem? Although there is no single solution to solve the problem, this paper will present a combination of various ways that could be used to tackle the enrollment problem and hopefully help improve enrollment numbers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edmondson:2008:RWD, author = "Carol Edmondson", title = "Real women don't write programs", journal = j-SIGCSE, volume = "40", number = "2", pages = "112--114", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383647", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Edmondson08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Some universities are concerned about low levels of female enrolment in their computer science courses. This paper takes a humorous approach to this serious problem. The paper examines some of the barriers to female participation in computer science courses, especially in courses which involve programming. The paper then makes some suggestions for increasing female participation in computer science courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dionisio:2008:ICS, author = "John David N. Dionisio and Kam D. Dahlquist", title = "Improving the computer science in bioinformatics through open source pedagogy", journal = j-SIGCSE, volume = "40", number = "2", pages = "115--119", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383648", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#DionisioD08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "Bioinformatics relies more than ever on information technologies. This pressures scientists to keep up with software development best practices. However, traditional computer science curricula do not necessarily expose students to collaborative and long-lived software development. Using open source principles, practices, and tools forms an effective pedagogy for software development best practices. This paper reports on a bioinformatics teaching framework implemented through courses introducing computer science students to the field. The courses led to an initial product release consisting of software and an Escherichia coli K12 GenMAPP Gene Database, within a total ``incubation time'' of six months. (1)", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hepting:2008:CSB, author = "Daryl H. Hepting and Lijuan Peng and Timothy J. Maciag and David Gerhard and Brien Maguire", title = "Creating synergy between usability courses and open source software projects", journal = j-SIGCSE, volume = "40", number = "2", pages = "120--123", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383649", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#HeptingPMGM08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "In this paper, we discuss our experience in offering a usability course with projects taken from an active open source software development project. We describe what was done in the class inside the larger context of the usability of open source software. We conclude with an invitation for others to adopt this model and use it for their own purposes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zhang:2008:GIS, author = "Wendy Zhang and Theresa Beaubouef", title = "Geographic information systems: real world applications for computer science", journal = j-SIGCSE, volume = "40", number = "2", pages = "124--127", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383650", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#ZhangB08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This paper discusses the development and delivery of an upper level computer science elective course in geographic information systems (GIS). GIS applications span numerous and diverse fields, but it is computer science that holds the key to the understanding and development of the underlying spatial database and programming for custom applications. Here the authors discuss the benefits and challenges of a GIS course for students, faculty, and researchers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2008:IPB, author = "Norman Sanders", title = "An industry perspective on the beginnings of {CAD}", journal = j-SIGCSE, volume = "40", number = "2", pages = "128--134", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383652", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#Sanders08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This paper is a discussion of the early days of CAM-CAD at The Boeing Company, covering the period approximately 1956 to 1965. This period saw probably the first successful industrial application of ideas that were gaining ground during the very early days of the computing era. Although the primary goal of the CAD activity was to find better ways of building the 727 airplane, this activity led quickly to the more general area of computer graphics, leading eventually to today's picture-dominated use of computers. The paper started as an internal exchange of memories between some of the people primarily concerned, but is now offered as the possible start of a discussion involving other such initiatives during that period.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Laender:2008:ARE, author = "Alberto H. F. Laender and Carlos Jos{\'e} Pereira de Lucena and Jos{\'e} Carlos Maldonado and Edmundo {de Souza e Silva} and Nivio Ziviani", title = "Assessing the research and education quality of the top {Brazilian Computer Science} graduate programs", journal = j-SIGCSE, volume = "40", number = "2", pages = "135--145", month = jun, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1383602.1383654", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:13 MST 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/journals/sigcse/sigcse40.html#LaenderLMSZ08; http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", URL = "ftp://ftp.math.utah.edu/pub/mirrors/ftp.ira.uka.de/bibliography/Misc/DBLP/2008.bib", abstract = "This article reports about a study conducted to assess the quality of the top Brazilian Computer Science graduate programs. The study is based on data from DBLP and considers the scientific production of these programs in the triennial 2004--2006. A comparison of the scientific production of the Brazilian programs against that of reputable programs in North America and Europe indicates that the former compares well with these programs, both in terms of publication rate and number of graduates. The study also shows that the Brazilian programs follow international publication ratios of more than two conference papers per journal article. These results are a clear indication that the Computer Science field has reached maturity in Brazil.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hall:2008:WWS, author = "Wendy Hall", title = "What is {Web} science and why is it important to {CSE}", journal = j-SIGCSE, volume = "40", number = "3", pages = "1--2", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384272", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The World Wide Web has changed the world. It has changed the ways we communicate, collaborate, and educate. We increasingly live in a Web-dependent society in a Web-dependent world. The Web is also the largest human information construct and it is growing faster than any other system. However, it is a striking fact that there is no systematic discipline to study the Web. We need to understand the current, evolving, and potential Web but at the moment we have no means of predicting the impact that future developments in the Web will have on society or business. Web Science aims to anticipate these impacts. It is the study of the social behaviours in the Web at the inter-person, inter-organizational and societal level, the technologies that enable and support this behaviour, and the interactions between these technologies and behaviours. It is therefore inherently interdisciplinary and at even the simplest level represents a fundamental collaboration between computer science and the social sciences. Computer Science as a discipline has not grasped the Web and the implications of its development. Most Computer Science departments do not teach ``Web Science'' fundamentals let alone specialist courses in this area, either with or without contributions from the social sciences or other relevant disciplines. This talk will explore the fundamentals of Web Science and make the case for Computer Science educators to meet this challenge head-on. Not only will it revitalise Computer Science degrees, it will also encourage the development of new degrees that we argue will attract a wider diversity and increasing number of students in the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Long:2008:SAR, author = "Philip D. Long", title = "Scalable apprenticeships: reconnecting students through technology", journal = j-SIGCSE, volume = "40", number = "3", pages = "3--4", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384273", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Today's students are typically over scheduled and hyper-connected, yet increasingly disconnected with their education. The classroom into which they step for core science, technology and engineering subjects is often removed from both the practice of the disciplines being taught and the technology tools which pervade other aspects of their life. A significant challenge is to reconnect the excitement and discovery that drew faculty into their disciplines back to the learning environments of STEM and CSE students they teach. Peer Instruction (inserting discussion and formative assessment into lecture) and project-based learning are two promising attempts at recapturing the process of science and engineering in introductory courses. Recent experiments in freshman project-based seminars such as nanoscale engineering and a major redesign of the introductory Course 6 (Computer Science and Electrical Engineering) at MIT are exploring ways to bring apprenticeship back to both small and large classes. Through Python-based tutoring tools, layered mentoring that includes just-in-time ``guest laboratory assistants'' to achieve 1:4 instructor-student ratios in large courses, and careful attention to learning space design new strategies for scaled apprenticeships are being forged.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyle:2008:NRS, author = "Roger D. Boyle", title = "Neither rocket science nor washing machine science, but computer science", journal = j-SIGCSE, volume = "40", number = "3", pages = "5--6", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384274", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Greyer haired computer scientists can easily remember the glory days, but waves of recent publications and opinion seem to have seen clouds on our horizon. But maybe we worry too much and too soon. Every fairytale heroine goes through a glum patch before living happily ever after, and perhaps Prince Charming is just around the academic corner. How did we get into the glum patch? What will Prince Charming look like when he sweeps us off our feet? What will life be like for us back at his place? We'll talk a bit about how we got to where we are in an effort to put ourselves into perspective, then think about the opportunities the Prince might bring. But it's always possible that fickle Prince Charming has found another {boy, girl} and we will wait in vain: so we'll look closely at these clouds, and think about how real they are. And thence well have a go at ``you are here'' for CS in universities, and that might help us in moving towards Prince Charming, wherever he may be, and not towards the cloudy horizon. Knowing where we are and where we are trying to head should then have some relevance for how and what we teach our students: they don't like (or need) history lessons, but they are unlikely to be able to head for tomorrow without knowing where yesterday was; they need a comprehension of the grand challenges that face us (but maybe not the ``Grand Challenges''). They should know they aren't going to be building rockets, but they aren't going to be mending washing machines either. But we probably also need to think about where they have come from, because they certainly aren't grey haired computer scientists.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Meneely:2008:RRE, author = "Andrew Meneely and Laurie Williams and Edward F. Gehringer", title = "{ROSE}: a repository of education-friendly open-source projects", journal = j-SIGCSE, volume = "40", number = "3", pages = "7--11", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384276", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Open-source project artifacts can be used to inject realism into software engineering courses or lessons on open-source software development. However, the use of open-source projects presents challenges for both educators and for students. Educators must search for projects that meet the constraints of their classes, and often must negotiate the scope and terms of the project with project managers. For students, many available open-source projects have a steep learning curve that inhibits them from making significant contributions to the project and benefiting from a ``realistic'' experience. To alleviate these problems and to encourage cross-institution collaboration, we have created the Repository for Open Software Education (ROSE) and have contributed three open-source projects intended for an undergraduate computer science or software engineering course. The projects in ROSE are education-friendly in terms of a manageable size and scope, and are intended to be evolved over many semesters. All projects have a set of artifacts covering all aspects of the development process, from requirements, design, code, and test. We invite other educators to contribute to ROSE and to use projects found on ROSE in their own courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dickson:2008:ACI, author = "Paul E. Dickson and W. Richards Adrion and Allen R. Hanson", title = "Automatic creation of indexed presentations from classroom lectures", journal = j-SIGCSE, volume = "40", number = "3", pages = "12--16", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384277", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper describes a system designed to automatically capture classroom events as videos and images. This content is delivered in several ways, most commonly as indexed multimedia presentations but also in real time as notes of classroom events. This content creation system identifies when significant events occur, e.g., material presented by computer and projected on a screen or written on a standard whiteboard, and saves these events as enhanced images. In parallel with the whiteboard capture, a digitally-zoomed video of the speaker is created. The significant event images (from cameras and computers) are used to create an index into the video and the images, video and index are complied into a Flash presentation. These presentations are used by on-campus or distance students. The event images can also be stored and exported to a Ubiquitous Presenter-style server that provides students with real-time, in-class access. The event images and video are recorded transparently to the lecturer. The lecturer need not make any modifications to teaching style or modality (whiteboard, computer-based presentation, or a combination). The primary focus of this paper is on event image and video capture techniques. The lecture capture system has great benefits for education and we report some initial experience using it in support of computer science curricula.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Repp:2008:QAL, author = "Stephan Repp and Serge Linckels and Christoph Meinel", title = "Question answering from lecture videos based on an automatic semantic annotation", journal = j-SIGCSE, volume = "40", number = "3", pages = "17--21", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384278", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The number of digital lecture video recordings has increased dramatically. The accessibility, usability and the traceability of their content for students-use is limited. Therefore retrieval of audiovisual lecture recordings is a complex task. Speech recognition is applied to create a tentative and deficient transcription of the video recordings. The imperfect transcription is sufficient to generate semantic metadata serialized in an OWL file. A question answering system based on the automatically generated semantic annotations and a semantic search engine are presented. The annotation process is discussed, evaluated and compared to a perfectly annotated OWL file and, further, to a corrected transcript of the lecture.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brusilovsky:2008:OIE, author = "Peter Brusilovsky and Sergey Sosnovsky and Danielle H. Lee and Michael Yudelson and Vladimir Zadorozhny and Xin Zhou", title = "An open integrated {Exploratorium} for database courses", journal = j-SIGCSE, volume = "40", number = "3", pages = "22--26", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384280", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper, we present an open architecture that combines different SQL learning tools in an integrated Exploratorium for database courses. The integrated Exploratorium provides a unique learning environment that allows database students to take complimentary advantages of multiple advanced learning tools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goelman:2008:DNM, author = "Don Goelman", title = "Databases, non-majors and collaborative learning: a ternary relationships", journal = j-SIGCSE, volume = "40", number = "3", pages = "27--31", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384281", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In data modeling, a ternary relationship is sometimes necessary to express semantics richer than the union of the pairwise binary ones. So too, this paper describes a ternary relationship among three ``entity types'' in computer science education: databases as the subject, non-computer science majors as the target population, and collaborative learning as the pedagogical approach. While there is extensive research and experience in each binary link, the three-way investigation is new.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moreno:2008:UAD, author = "Lourdes Moreno and Ana M. Iglesias and Elena Castro and Paloma Martinez", title = "Using accessible digital resources for teaching database design: towards an inclusive distance learning proposal", journal = j-SIGCSE, volume = "40", number = "3", pages = "32--36", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384282", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper introduces a pilot experience in teaching database using accessible digital resources in 3$^{er}$ course of Computer Science degree at Universidad Carlos III de Madrid. A platform containing learning material in different formats (video, audio, slides presentation) has been designed allowing students accessing resources as well as to be evaluated by means of tests. Preliminary results show that 46.81\% of the students have already interacted with the system and 97.12\% of the students passed the tests.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Norris:2008:CCQ, author = "Cindy Norris and Frank Barry and James B. {Fenwick Jr.} and Kathryn Reid and Josh Rountree", title = "{ClockIt}: collecting quantitative data on how beginning software developers really work", journal = j-SIGCSE, volume = "40", number = "3", pages = "37--41", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384284", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The Information Technology sector is suffering from a dramatic reduction in the number of students studying the field and subsequently entering the IT market. The number of freshmen expressing ``interest in CS'' has dramatically decreased since 2000 [16] and CS attrition rates are very high (DUE 0633640). As part of an effort funded by the National Science Foundation (DUE 0633640), this paper introduces the ClockIt toolset that we believe can be used to help educators understand and reduce the high attrition rates of CS 1 and CS 2 students. Using ClockIt, we can unobtrusively monitor and log student software development activities allowing us to determine what practices make a student a successful software developer and what practices do not.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2008:TOO, author = "Michael H. Goldwasser and David Letscher", title = "Teaching an object-oriented {CS1} -: with {Python}", journal = j-SIGCSE, volume = "40", number = "3", pages = "42--46", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384285", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "There is an ongoing debate regarding the role of object orientation in the introductory programming sequence. While the pendulum swings to and fro between the ``objects first'' and ``back to basics'' extremes, there is general agreement that object-oriented programming is central to modern software development and therefore integral to a computer science curriculum. Developing effective approaches to teach these principles raises challenges that have been exacerbated by the use of Java or C++ as the first instructional language. In this paper, we recommend Python as an excellent choice for teaching an object-oriented CS1. Although often viewed as a ``scripting'' language, Python is a fully object-oriented language with a consistent object model and a rich set of built-in classes. Based upon our experiences, we describe aspects of the language that help support a balanced introduction to object orientation in CS1. We also discuss the downstream effects on our students' transition to Java and C++ in subsequent courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Borstler:2008:EOE, author = "J{\"u}rgen B{\"o}rstler and Henrik B. Christensen and Jens Bennedsen and Marie Nordstr{\"o}m and Lena Kallin Westin and Jan Erik Mostr{\"o}m and Michael E. Caspersen", title = "Evaluating {OO} example programs for {CS1}", journal = j-SIGCSE, volume = "40", number = "3", pages = "47--52", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384286", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Example programs play an important role in learning to program. They work as templates, guidelines, and inspiration for learners when developing their own programs. It is therefore important to provide learners with high quality examples. In this paper, we discuss properties of example programs that might affect the teaching and learning of object-oriented programming. Furthermore, we present an evaluation instrument for example programs and report on initial experiences of its application to a selection of examples from popular introductory programming textbooks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2008:RTQ, author = "Michal Armoni", title = "Reductive thinking in a quantitative perspective: the case of the algorithm course", journal = j-SIGCSE, volume = "40", number = "3", pages = "53--57", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384288", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The research described in this paper continues a previous, qualitative (mostly interview-based) study that examined the ways undergraduate computer science students perceive, experience, and use reduction as a problem-solving strategy. The current study examines the same issue, but in the context of a larger population, using quantitative analysis methods, and focusing on algorithmic problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{vanTonder:2008:JLD, author = "Martin van Tonder and Kevin Naude and Charmain Cilliers", title = "{Jenuity}: a lightweight development environment for intermediate level programming courses", journal = j-SIGCSE, volume = "40", number = "3", pages = "58--62", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384289", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The complexity and resource requirements of professional IDEs mean that they are unsuitable for use in intermediate level programming courses. Jenuity is an efficient development environment for the Java programming language. Efficiency is essential as students often have outdated hardware unable to run mainstream development environments. This is of particular relevance in the context of a developing country. Jenuity provides advanced features usually associated with more resource intensive tools. It provides a simple and intuitive interface, which is well suited to intermediate level programming courses. Jenuity has been used successfully in the teaching of these courses at the authors' institution since 2004. The requirements, development and optimisation of this tool are discussed. Techniques used to optimise Jenuity for low specification student hardware, some of which are novel, are presented. Experiences using Jenuity in a university environment are also reported. The efficiency of Jenuity is also demonstrated by means of a comparison to mainstream development environments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jenkins:2008:TCA, author = "Marcelo Jenkins", title = "Teaching computer aided software engineering at the graduate level", journal = j-SIGCSE, volume = "40", number = "3", pages = "63--67", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384290", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Although computer-aided software engineering (CASE) is one of the most current and interesting subjects within software engineering, relatively little has been published on the issue of teaching CASE at the graduate level. This paper reports a case study in teaching a graduate-level course on CASE tools in a span of six years. We explain the structure and contents of the course, describe the work the students perform as their term project, and summarize the outcome and lessons learned in five course offerings. The issues discussed in this paper might help educational institutions and college professors in designing and implementing software engineering courses at the graduate level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Demaille:2008:STT, author = "Akim Demaille and Roland Levillain and Beno{\^\i}t Perrot", title = "A set of tools to teach compiler construction", journal = j-SIGCSE, volume = "40", number = "3", pages = "68--72", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384291", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Compiler construction is a widely used software engineering exercise, but because most students will not be compiler writers, care must be taken to make it relevant in a core curriculum. Auxiliary tools, such as generators and interpreters, often hinder the learning: students have to fight tool idiosyncrasies, mysterious errors, and other poorly educative issues. We introduce a set of tools especially designed or improved for compiler construction educative projects in C++. We also provide suggestions about new approaches to compiler construction. We draw guidelines from our experience to make tools suitable for education purposes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denny:2008:SUP, author = "Paul Denny and Andrew Luxton-Reilly and John Hamer", title = "Student use of the {PeerWise} system", journal = j-SIGCSE, volume = "40", number = "3", pages = "73--77", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384293", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "PeerWise is a web-based system that supports the creation of student-generated test banks of multiple choice questions. Students contribute question stems and answers, provide explanations, answer questions contributed by other students, rate questions for difficulty and quality, and participate in on-line discussions of all these activities. In 2007, the system was used in four computing classes that varied in level, instructors, and student reward. We present results that show common patterns of response from students, and outline some initial investigations into the impact of the system on student performance. Our main findings are: external motivators are needed only for question generation; exam performance is correlated with participation in on-line discussions; and, despite student enthusiasm, drill-and-practice use does not contribute to exam success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Petkovic:2008:ACL, author = "Dragutin Petkovic and Gary D. Thompson and Rainer Todtenhoefer", title = "Assessment and comparison of local and global {SW} engineering practices in a classroom setting", journal = j-SIGCSE, volume = "40", number = "3", pages = "78--82", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384294", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper we present assessment and comparison of local and global software (SW) engineering practices based on our software engineering (SE) class jointly taught for the last there years between San Francisco State University (SFSU) and the University of Applied Sciences, Fulda University, Germany. We define global SE practices as those used when the team members are for the most part distributed in terms of location and time, and hence do not meet regularly in person. While global SE practices have become a significant mode of SW development, surprisingly little formal measurements and comparisons have been done to understand it and compare it with traditional (local) SE practices. Moreover, the challenge remains as to how to effectively prepare students and employees for this environment. The key contribution of this paper is an attempt to objectively compare differences between local and global SW engineering practices from the developers' perspective, using measurements from our SFSU/Fulda SW engineering class as a simulation of a real-world environment. We also propose practical SE teamwork assessment methods based on our comparison measurements. In analyzing the differences between local and global SE practices we measure and analyze the following five main factors: quality of final delivery (including development of milestone documentation), progress impediment factors, expended effort, level of collaborative activity and teamwork problems. One of the surprising findings is that in today environment the differences between local and global SE practices are blurring, since local groups have to employ many practices of global groups, e.g., are teams of diverse cultures who seldom meet each other in person. We also confirm that global groups spend significantly more effort in producing comparable deliverables.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bloomfield:2008:TBP, author = "Aaron Bloomfield and James F. Groves", title = "A tablet-based paper exam grading system", journal = j-SIGCSE, volume = "40", number = "3", pages = "83--87", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384295", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We present the design and implementation of a system which allows a standard paper-based exam to be graded via tablet computers. The paper exam is given normally in a course, with a specialized footer that allows for automated recognition of each exam page. The exam pages are then scanned in via a high-speed scanner, graded by one or more people using tablet computers, and returned electronically to the students. The system provides many advantages over regular paper-based exam grading, and boasts a faster grading experience than traditional grading methods.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fuller:2008:ASP, author = "Ursula Fuller and Bob Keim", title = "Assessing students' practice of professional values", journal = j-SIGCSE, volume = "40", number = "3", pages = "88--92", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384296", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper challenges the traditional approach to assessment in computing courses that restricts it to the cognitive domain and does not seek to measure attitudes and values. It identifies the role of professional values in the computing curriculum and presents examples of assessment related to some important professional characteristics. It then explores how assessment in the affective domain can help to improve our students' acquisition of professional values and constructive alignment between learning outcomes and assessment tasks. Finally, it considers the ethical issues raised by the assessment of values.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Esponda:2008:EVF, author = "Margarita Esponda", title = "Electronic voting on-the-fly with mobile devices", journal = j-SIGCSE, volume = "40", number = "3", pages = "93--97", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384298", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper describes a system for electronic voting in the classroom based on mobile devices. There is no need for special hardware. Cellular telephones or iPods with access to the Internet can be used for electronic polling. The system is so flexible, that the questions can be handwritten on the blackboard, on the spot, then generating automatically a web address which can be accessed with the voting device. Electronic voting can be started spontaneously without tedious preparations. This approach can be seamlessly integrated in E-Chalk, our electronic classroom software.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Diaz-Agudo:2008:HTS, author = "Bel{\'e}n Diaz-Agudo and Guillermo Jim{\'e}nez-Diaz and Juan A. Recio-Garcia", title = "How to teach {Semantic Web}?: a project-based approach", journal = j-SIGCSE, volume = "40", number = "3", pages = "98--102", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384299", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The goals, technologies and problems related to the Semantic Web are well known for research purposes. Due to its extent, the inclusion of the concepts that concern to the Semantic Web in Computer Science courses is not easy. In this paper we detail our experience on a project-oriented approach to learn and to put into practice the main problems, concepts and technologies related to the Semantic Web. The project domain focuses on semantic mark up and retrieval of pictures, and the comparison between syntactical and semantic retrieval methods.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cross:2008:EAV, author = "James H. {Cross II} and T. Dean Hendrix and David A. Umphress and Larry A. Barowski", title = "Exploring accessibility and visibility relationships in {Java}", journal = j-SIGCSE, volume = "40", number = "3", pages = "103--108", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384300", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Inheritance and polymorphism are important OOP topics in CS1 and CS2. While these concepts are generally straightforward, there are subtleties that may leave students confused. For example, accessibility of a field in an object is generally determined by the declaring type and access modifiers of the field, and the context in the executing program from which the field is referenced. The dynamic object viewers in jGRASP have been expanded to allow the user to: (1) change the declared type of the object reference to any compatible type and (2) change the accessibility context of the object reference. These options enable the user to explore accessibility and visibility relationships by experimenting with any object on the workbench or in the debugger. Symbols, color, and text are used in the viewer to indicate inheritance relationships, accessibility, and visibility of fields and methods. Initial classroom use has demonstrated the potential for these new viewer features as an aid to students who are learning about inheritance and polymorphism.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Matzko:2008:GBA, author = "Sarah Matzko and Timothy A. Davis", title = "A graphics-based approach to data structures", journal = j-SIGCSE, volume = "40", number = "3", pages = "109--113", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384302", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The $ \tau \acute {\epsilon } \chi \nu \eta $ project was designed to educate students in undergraduate computer science courses through the study of and solution to large-scale problems in computer graphics. Our ultimate aim is that this approach would be applied to all computer science courses in the B.A. curriculum. In the first years of this project, we have been working on the foundational sequence, which includes CS1, CS2, and CS3 (data structures and advanced programming). For this last course, which also includes the study of algorithms in our curriculum, we present an approach to teaching data structure concepts using advanced graphics algorithms. The results thus far have been promising, and we are continuing to evaluate and enhance the approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thornton:2008:DTE, author = "Matthew Thornton and Stephen H. Edwards", title = "A data type to exploit online data sources", journal = j-SIGCSE, volume = "40", number = "3", pages = "114--118", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384303", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Recent work in developing student assignments has involved making use of online data resources to make them more interesting and to give students real world information to interact with in some manner. While definitely a practical approach, the work that has been done so far is either for ``CS0'' courses targeted at non-majors, often using tools like Microsoft Excel, or courses that require a level of skill at programming from the students. Additionally, existing tools are specific to a particular structure of the data (CSV, XML, and others). As a result, these constraints make on-line real-world data sets difficult to use in typical introductory programming courses for majors. Objects-first approaches to teaching introductory programming advocate the use of objects early on. Consequently, students are able to take advantage of using data types early on. We have created an interface that allows students to access real-world data sets from online (or local) sources in a uniform fashion. This abstraction allows students with minimal programming experience to load, process, and manipulate external data sets in a variety of formats. We also developed a lab assignment where students accessed an online CSV data source to demonstrate feasibility and to gain experience with classroom use of this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fekete:2008:TSD, author = "Alan D. Fekete", title = "Teaching students to develop thread-safe {Java} classes", journal = j-SIGCSE, volume = "40", number = "3", pages = "119--123", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384304", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Concurrent programming was once the preserve of experts writing systems internals; but recently the growing importance of application servers, and the excellent support in Java and C\# for thread handling, has brought threads and locking as topics that every software developer might experience, and therefore every computer science graduate ought to know. In this paper we report on several years of experience teaching this material in the early years of the curriculum. We focus on one aspect of multi-threaded code, namely how to write sensible thread-safe classes. We identify the learning outcomes we aim to deliver, and we discuss the main pedagogic difficulties students find. We present some examples that can help students avoid common erroneous views.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kollanus:2008:TDD, author = "Sami Kollanus and Ville Isom{\"o}tt{\"o}nen", title = "Test-driven development in education: experiences with critical viewpoints", journal = j-SIGCSE, volume = "40", number = "3", pages = "124--127", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384306", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Test-Driven Development (TDD) was applied in educational setting right after it became well-known as a key practice of Extreme Programming (XP). Basically, there are many studies reporting positive experiences on TDD applied in different levels of a curriculum. In this paper, we discuss the role of TDD in education through the students' experiences. In our experiment, a challenging programming task was applied in order to see what kind of difficulties the students would encounter and discuss. The students' answers revealed several topics that require a careful treatment in teaching to avoid conceptual confusion. For example, the topics include the scalability of TDD, extent of single test, and discipline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sierra:2008:ESA, author = "Jos{\'e}-Luis Sierra and Ana M. Fern{\'a}ndez-Pampillon and Alfredo Fern{\'a}ndez-Valmayor", title = "An environment for supporting active learning in courses on language processing", journal = j-SIGCSE, volume = "40", number = "3", pages = "128--132", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384307", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "PAG (Prototyping with Attribute Grammars) is an environment that promotes active learning in courses on language processing (e.g., compiler construction and computational linguistics). In PAG, learners can specify the syntax and the semantics of their languages with attribute grammars. Then, the environment generates prototypes of processors for the languages specified which learners can test with different inputs. For each valid input the prototypes produce one or more decorated syntax trees, which learners can navigate using the semantic equations in the original grammar. In this paper we describe the environment and we report its educational uses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ross:2008:HHA, author = "Rockford J. Ross", title = "{Hypertextbooks} and a {Hypertextbook} authoring environment", journal = j-SIGCSE, volume = "40", number = "3", pages = "133--137", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384308", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "An ITiCSE 2006 working group explored the prospect of deploying educational visualizations (e.g., algorithm visualizations) in hypertextbooks [10]. In this paper we present our continuing work on a hypertextbook project that demonstrates the viability of many of the issues raised in that workshop. The project has two thrusts: (1) the authoring of hypertextbooks for specific academic subjects, and (2) the creation of an authoring environment for prospective hypertextbook authors. The status of both is discussed in detail. It is anticipated that the success of the project as well as access to the authoring environment will inspire the creation of more active-learning hypertextbooks covering many academic subjects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldweber:2008:VEE, author = "Michael Goldweber and Renzo Davoli", title = "{VDE}: an emulation environment for supporting computer networking courses", journal = j-SIGCSE, volume = "40", number = "3", pages = "138--142", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384310", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Emulators have long been a valuable tool in teaching. Particularly in the OS course, emulators have allowed students to experiment meaningfully with different machine architectures. Furthermore, many such tools run in user-mode, allowing students to operate as system administrators without the concomitant security risks. Virtual Distributed Ethernet (VDE) is a system which emulates, in user-mode, all aspects of an internet, including switches, routers, communication lines, etc, in a completely realistic manner, consistent with the operation of such artifacts in the real world. VDE's can be implemented on a single computer, spread over several machines on the same LAN or scattered across the Internet. A VDE can interoperate with both real systems (via standard virtual interface/connectivity tools) and several virtual machine environments, support encryption, and actually run fast enough to support real applications. Furthermore, a VDE can interface/interoperate with real networks. VDN's have proven highly effective in supporting both undergraduate and graduate networking courses, and a wide range of student experiments and projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aycock:2008:SIL, author = "John Aycock and Heather Crawford and Rennie deGraaf", title = "{Spamulator}: the {Internet} on a laptop", journal = j-SIGCSE, volume = "40", number = "3", pages = "142--147", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384311", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We have developed an Internet simulator --- the ``Spamulator'' --- for a course on spam and spyware, a simulator that allows us to simulate the network services provided by a million domains. The Spamulator is lightweight in its resource usage, running on a single computer, and we currently have implementations for two different platforms. Students interact with the Spamulator using unmodified client software, like web browsers. Alternatively, students can write their own software to use the simulated Internet using any programming language, without contrived constraints or special libraries. Furthermore, the Spamulator is extensible, making it useful as a research tool. It could easily be used for assignments on networking, peer-to-peer networks, distributed systems, and its lightweight nature allows large-scale experiments to be conducted even by underequipped institutions. We discuss the motivation, design, and implementation of the Spamulator, and our experience with it in the spam and spyware class.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2008:BEV, author = "Joel C. Adams and Joshua Hotrop", title = "Building an economical {VR} system for {CS} education", journal = j-SIGCSE, volume = "40", number = "3", pages = "148--152", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384312", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "As an immersive, interactive $3$D environment, virtual reality (VR) is a way to capture students' imaginations and unleash their creativity. Such a system might be used in Computer Graphics, Gaming, Simulation, and with a suitable API, introductory courses. As such, it offers an excellent means of attracting CS students in a time of dwindling enrollments. However, the cost and complexity of building a VR system has been prohibitive until recently. This paper presents a fully immersive, 2-sensor, six degrees of freedom VR system we built for less than \$4000.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Albin-Clark:2008:VCE, author = "Adrian Albin-Clark", title = "Virtual chat in an enquiry-based team project", journal = j-SIGCSE, volume = "40", number = "3", pages = "153--157", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384314", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In an enquiry-based first year team project, students are encouraged to develop their social skills through both non-technical and technical activities which, over the course of the year, increase in complexity, and have higher demands in terms of interaction. During a short period of tutor absence, two virtual chat sessions were conducted to maintain continuity in the tutorial programme. The interactions were analysed by examining a chat log, which showed a work ethic similar to that usually encountered in a traditional tutorial. Potential uses of chat software are then considered for other areas of this course unit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyer:2008:DED, author = "Kristy Elizabeth Boyer and August A. Dwight and R. Taylor Fondren and Mladen A. Vouk and James C. Lester", title = "A development environment for distributed synchronous collaborative programming", journal = j-SIGCSE, volume = "40", number = "3", pages = "158--162", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384315", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "While collaborative approaches in the classroom have been shown to be highly beneficial for students of computer science, obstacles inherent in today's academic environment often prevent collocated collaborative approaches from being implemented. One solution to the collocation problem may lie with tools that facilitate distributed collaboration. This paper presents R IPPLE (Remote Interactive Pair Programming and Learning Environment), a development environment for distributed synchronous collaborative programming. RIPPLE is an open source software tool. Initial user tests demonstrate positive responses from students, and the potential for long term learning, motivation, and retention benefits is significant. In addition to its benefits for students, RIPPLE is a tool for computing education researchers who wish to collect data on collaborative programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fisker:2008:GWS, author = "Kasper Fisker and Davin McCall and Michael K{\"o}lling and Bruce Quig", title = "Group work support for the {BlueJ IDE}", journal = j-SIGCSE, volume = "40", number = "3", pages = "163--168", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384316", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Learning to work in teams is essential for every software professional. Developing software as a team project is the standard practice in industry, and should be practiced in university courses. Starting effective group work practices early can lead to better acceptance of group work as a standard development mode. Nonetheless, group work is often not included in introductory programming courses. The reason is often the necessary overhead associated with developing software in groups. We present a design and implementation of group work support tools integrated into the educational BlueJ IDE, which remove much of the tool overhead and make it easier to include group work in introductory courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Levy:2008:PBC, author = "Ronit Ben-Bassat Levy and Mordechai Ben-Ari", title = "Perceived behavior control and its influence on the adoption of software tools", journal = j-SIGCSE, volume = "40", number = "3", pages = "169--173", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384318", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Animation systems-software tools that show a dynamic view of the execution of a program-can help novices improve their learning of programming and facilitate teaching. However, the use of such visualization tools is not as widespread as one would expect. This paper presents the results of a study of the attitudes that teachers possess on the use of the Jeliot animation system as a pedagogical tool. The results show that in spite of the fact that computer science teachers have positive behavioral beliefs about the use of animation systems in their classrooms, most of them feel a low level of perceived behavior control, and this can explain the low rate of using such tools in practice. We conclude that developers and educators should give attention to control issues relevant to the tools they develop and use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Furcy:2008:SSS, author = "David Furcy and Thomas Naps and Jason Wentworth", title = "Sorting out sorting: the sequel", journal = j-SIGCSE, volume = "40", number = "3", pages = "174--178", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384319", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Ronald Baecker's Sorting Out Sorting (SOS) set the stage for much of what has followed in the evolution of algorithm visualization (AV). That period of evolution has now spanned over a quarter century, and we have learned much about how to effectively use AV. This paper addresses how we can incorporate that knowledge into a new rendition of SOS, which we call SOS --- The Sequel. In this sequel we attempt to transform Baecker's original video into a highly interactive multimedia learning resource delivered over the Web using Macromedia Flash. The paper describes the design and use of this new resource and reports on a small empirical study designed to measure its effectiveness.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Curzon:2008:ECS, author = "Paul Curzon and Peter W. McOwan", title = "Engaging with computer science through magic shows", journal = j-SIGCSE, volume = "40", number = "3", pages = "179--183", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384320", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We describe our experiences illustrating core concepts and enthusing children (age 11-17) about computer science through magic shows. We outline links between various tricks and computer science. The format of show we have trialed is to present real magic tricks with an underlying link to computer science. After each trick the audience is challenged to work out how it works. The mechanics are explained followed by the underlying computer science. Feedback with Talented and Gifted children has been exceptional. Informal feedback from younger children of varying ability has also been very positive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2008:CDQ, author = "Chris J. Martin and Janet M. Hughes", title = "Cognitive dimensions questionnaire applied to exploratory algorithm design", journal = j-SIGCSE, volume = "40", number = "3", pages = "184--188", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384321", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In software engineering, the stage between problem realization and implementation of a solution is not well supported by technology. It is common to see work being carried out on paper or whiteboards. This paper documents a pilot study to identify some reasons as to why paper and whiteboards are useful tools in early exploratory design and exposes some questions about where technology may fit in augmenting this stage of software engineering. The cognitive dimensions questionnaire was used to investigate notations and devices used in exploratory algorithm design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bower:2008:ITC, author = "Matt Bower", title = "The ``instructed-teacher'': a computer science online learning pedagogical pattern", journal = j-SIGCSE, volume = "40", number = "3", pages = "189--193", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384323", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper describes a computer science specific pedagogical pattern that has emerged from conducting a three semester design-research project investigating teaching computing online. The ``Instructed-Teacher'' pedagogical pattern distinguished itself as an effective interactive strategy for eliciting and developing students' mental models. The pattern is presented and key observations regarding its implementation are shared. The teaching and research context is described in order to assist transferability and inform validity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Koppelman:2008:ESV, author = "Herman Koppelman and Harald Vranken", title = "Experiences with a synchronous virtual classroom in distance education", journal = j-SIGCSE, volume = "40", number = "3", pages = "194--198", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384324", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Modern technology offers the tools for having synchronous virtual classes. This paper reports about experiences of such a class in the context of distance education. The paper focuses on the tool as well as on the pedagogy. It outlines the pedagogical approach of the virtual class, which is an adaptation of good practices of face-to-face classes. The results of an experiment are discussed. Strong and weak aspects of synchronous virtual classes are identified.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2008:DLA, author = "Christian Murphy and Dan Phung and Gail Kaiser", title = "A distance learning approach to teaching {eXtreme} programming", journal = j-SIGCSE, volume = "40", number = "3", pages = "199--203", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384325", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "As university-level distance learning programs become more and more popular, and software engineering courses incorporate eXtreme Programming (XP) into their curricula, certain challenges arise when teaching XP to students who are not physically co-located. In this paper, we present the results of a three-year study of such an online software engineering course targeted to graduate students, and describe some of the specific challenges faced, such as students' aversion to aspects of XP and difficulties in scheduling. We discuss our findings in terms of the course's educational objectives, and present suggestions to other educators who may face similar situations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pullen:2008:DAL, author = "J. Mark Pullen and Jim X. Chen", title = "Distributed application launching for high quality graphics in synchronous distance education", journal = j-SIGCSE, volume = "40", number = "3", pages = "204--208", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384326", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Previous ITiCSE papers have reported on Network EducationWare (NEW), an open source software system that supports synchronous and asynchronous distance education easily and inexpensively via the Internet. This paper reports on an innovative capability recently added to NEW that enables simultaneous execution of applications on all participating computers in both Windows and Linux systems, and explains how we have used this capability to teach a course in Computer Graphics online. Teaching graphics in this way previously was impossible because transmitting the visual output of graphics programs in real time with good quality is too demanding for normal Internet connections. This problem was solved by using the NEW application launcher to invoke Java classes, provided by the instructor, on all student computers simultaneously. The capability works with modest Internet capacity and also is captured in recorded sessions for asynchronous use. We explain how the NEW capability works and describe its use in online teaching of Computer Graphics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheard:2008:GSA, author = "Judy Sheard and Angela Carbone and Raymond Lister and Beth Simon and Errol Thompson and Jacqueline L. Whalley", title = "Going {SOLO} to assess novice programmers", journal = j-SIGCSE, volume = "40", number = "3", pages = "209--213", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384328", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper explores the programming knowledge of novices using Biggs' SOLO taxonomy. It builds on previous work of Lister et al. (2006) and addresses some of the criticisms of that work. The research was conducted by studying the exam scripts for 120 introductory programming students, in which three specific questions were analyzed using the SOLO taxonomy. The study reports the following four findings: when the instruction to students used by Lister et al. --- ``In plain English, explain what the following segment of Java code does'' --- is replaced with a less ambiguous instruction, many students still provide multistructural responses; students are relatively consistent in the SOLO level of their answers; student responses on SOLO reading tasks correlate positively with performance on writing tasks; postgraduates students manifest a higher level of thinking than undergraduates.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotel:2008:TSQ, author = "Olly Gotel and Christelle Scharff and Andrew Wildenberg", title = "Teaching software quality assurance by encouraging student contributions to an open source {Web}-based system for the assessment of programming assignments", journal = j-SIGCSE, volume = "40", number = "3", pages = "214--218", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384329", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper presents a novel and innovative pedagogical approach for teaching software quality assurance in the undergraduate computer science curriculum. The approach is based on students contributing programming problems to an open source web-based system that is used for student practice and instructor assessment of assignments. WeBWorK, and some of the latest web-based systems, use a mechanism based on unit testing to account for variation in the way in which the same problem can be answered in an accurate manner, making such systems highly appealing for education. Tackling open-ended programming problems within WeBWorK therefore requires students to write a code fragment that is then checked for semantic correctness. Given that WeBWorK is open source, the teaching approach that we have evolved revolves around students creating their own problems for other students to practice with. This requires students to construct comprehensive unit tests that can assure both the usability and accuracy of their work prior to deployment. The paper describes this approach, gives examples of student work, presents findings from the experience of using the approach in the classroom, and discusses broader lessons and reasons for integrating software quality assurance practices into the computer science curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Amelung:2008:TGF, author = "Mario Amelung and Peter Forbrig and Dietmar R{\"o}sner", title = "Towards generic and flexible {Web} services for e-assessment", journal = j-SIGCSE, volume = "40", number = "3", pages = "219--224", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384330", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In computer science education, lectures are typically accompanied by exercise courses and/or lab practices are essential for the learning effect since they provide opportunities for students to apply their theoretical knowledge to practical problems. The automatic testing and assessment of assignments in a Web-based environment offers students more learning possibilities (e.g., time and location-independent) with immediate feedback and helps teachers to reduce their workload so they can concentrate on issues regarding content and didactics. In this paper we present a generic, flexible, and reusable Web-based system architecture and its implementation for automatic testing of programming assignments and assignments in other formal systems. We also describe our practical experience gathered with this approach in computer science courses at two different universities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Velazquez-Iturbide:2008:SAS, author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide and Antonio P{\'e}rez-Carrasco and Jaime Urquiza-Fuentes", title = "{SRec}: an animation system of recursion for algorithm courses", journal = j-SIGCSE, volume = "40", number = "3", pages = "225--229", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384332", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper we describe SRec, a system to animate recursion in Java programs. It is intended to assist in algorithm courses to better understand and analyze algorithm behavior. We make several contributions. Firstly, SRec exhibits a comprehensive set of animation and educational features. It provides three complementary, coordinated views of recursion: traces, the execution stack and activation trees. SRec allows the user constructing and modifying animations without effort. The animation can be played flexibly, both forward and backwards. It also provides facilities to integrate animations into courses. Secondly, the paper describes the educational features of the system and its use in algorithm courses. Thirdly, the system has been fully evaluated with respect to usability (using formative and summative methods) and has been compared to other systems reported in the literature. The results of both evaluations are highly positive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ernst:2008:CCP, author = "Daniel J. Ernst and Daniel E. Stevenson", title = "Concurrent {CS}: preparing students for a multicore world", journal = j-SIGCSE, volume = "40", number = "3", pages = "230--234", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384333", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Current trends in microprocessor design are fundamentally changing the way that performance is extracted from computer systems. The previous programming model of sequential uniprocessor execution is being replaced quickly with a need to write software for tightly-coupled shared memory multiprocessor systems. Academicians and business leaders have both challenged programmers to update their skill sets to effectively tackle software development for these newer platforms [2]. At the University of Wisconsin --- Eau Claire, we have taken steps early in our curriculum to introduce our students to concurrent programming. Our approach is not to add parallel programming as a separate class, but to integrate concurrency concepts into traditional material throughout a student's coursework, beginning in CS1. Our goal is for students to gain both familiarity and confidence in using parallelism to their advantage. This paper describes the programming process we seek to introduce to our students and provides example assignments that illustrate the ease of integrating this process into a typical curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rubio-Sanchez:2008:GIM, author = "Manuel Rubio-S{\'a}nchez and Jaime Urquiza-Fuentes and Crist{\'o}bal Pareja-Flores", title = "A gentle introduction to mutual recursion", journal = j-SIGCSE, volume = "40", number = "3", pages = "235--239", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384334", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Recursion is an important topic in computer science curricula. It is related to the acquisition of competences regarding problem decomposition, functional abstraction and the concept of induction. In comparison with direct recursion, mutual recursion is considered to be more complex. Consequently, it is generally addressed superficially in CS1/2 programming courses and textbooks. We show that, when a problem is approached appropriately, not only can mutual recursion be a powerful tool, but it can also be easy to understand and fun. This paper provides several intuitive and attractive algorithms that rely on mutual recursion, and which have been designed to help strengthen students' ability to decompose problems and apply induction. Furthermore, we show that a solution based on mutual recursion may be easier to design, prove and comprehend than other solutions based on direct recursion. We have evaluated the use of these algorithms while teaching recursion concepts. Results suggest that mutual recursion, in comparison with other types of recursion, is not as hard as it seems when: (1) determining the result of a (mathematical) function call, and, most importantly, (2) designing algorithms for solving simple problems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Catuogno:2008:IRG, author = "Luigi Catuogno and Alfredo {De Santis}", title = "An {Internet} role-game for the laboratory of network security course", journal = j-SIGCSE, volume = "40", number = "3", pages = "240--244", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384336", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Over the last few years, many universities and educational institutions have introduced computer security related courses to their degree programs. The majority of these courses feature intensive laboratory activity based on live experiments of attack and defense techniques by means of team games organized as ``cyber-wars''. In this paper we argue that, although it is a useful tool for teaching and learning these techniques, the exercise paradigm does not cover all the aspects of security relating to a real-world scenario, with it not allowing students to experience the realistic needs of maintaining network services. In this paper we present the ``role-game of the Internet'' which was designed as part of the lab activity of our Network Security Course. In our game, instead of fighting against each other, student-teams had to cooperate in order to accomplish a list of business-like tasks over a simulation of the Internet while preserving the security and availability of featured network services.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eagle:2008:WCT, author = "Michael Eagle and Tiffany Barnes", title = "{Wu}'s castle: teaching arrays and loops in a game", journal = j-SIGCSE, volume = "40", number = "3", pages = "245--249", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384337", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We are developing games to teach introductory computer science concepts to increase student motivation and engagement in learning to program. Wu's Castle is a two-dimensional role playing game that teaches loops and arrays in an interactive, visual way. In this game, the player interactively programs magical creatures to create armies of snowmen. The game provides immediate feedback and helps students visualize the execution of their code in a safe environment. We tested the game in a CS1 course, where students could earn extra credit to play Wu's Castle. Our results show learning gains for game players, compared both through pre- and post-tests differences and improved performance on relevant final exam questions when compared to students who did not play the game. The results of this study suggest that Wu's Castle implements good practices for teaching programming within a game.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Linhoff:2008:TGP, author = "Joe Linhoff and Amber Settle", title = "Teaching game programming using {XNA}", journal = j-SIGCSE, volume = "40", number = "3", pages = "250--254", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384338", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "As educators work to expand the audience interested in computer science, computer gaming programs have blossomed at a variety of educational institutions. Educators are coming to recognize that gaming is a compelling way to motivate students to learn challenging technical concepts such as programming, software engineering, algorithms, and project management. At the core of many gaming programs are game development courses, which teach technical aspects about software development in a motivating environment. While many game development courses share a common goal, the structure and goals of game development courses can be quite diverse. We describe a game development course that uses the XNA platform to allow a heterogeneous group of students to gain experience in all aspects of console game creation, an approach we believe has some interesting pedagogical benefits.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Abad:2008:LTC, author = "Cristina L. Abad", title = "Learning through creating learning objects: experiences with a class project in a distributed systems course", journal = j-SIGCSE, volume = "40", number = "3", pages = "255--259", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384340", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "An alternative to a final programming project in a Distributed Systems course is presented. The alternative project, which can easily be adapted to several Computer Science courses, consists in assigning different course topics to pairs of students, for them to develop an interactive learning object to help their classmates and future students of the class understand the subject. The project was well received by the students of the class, and their comments and survey results suggest that their knowledge on the subject improved both by using the learning objects of their peers and by working in developing their own.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pedroni:2008:CMT, author = "Michela Pedroni and Manuel Oriol and Bertrand Meyer and Enrico Albonico and Lukas Angerer", title = "Course management with {TrucStudio}", journal = j-SIGCSE, volume = "40", number = "3", pages = "260--264", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384341", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Ever growing expectations from students, university management and other stakeholders make course preparation increasingly time-consuming. Setting up a course from scratch requires producing many supporting documents such as syllabi, schedules, and course web sites listing the concepts being taught. This can be a considerable effort, taking time away from tasks with a more immediate pedagogical value, such as answering student questions and refining the concepts themselves. The TrucStudio course development framework supports a systematic approach to these necessary but arduous tasks. TrucStudio is organized like a modern programming environment, but its elements of discourse, rather than software modules, are units of knowledge such as notions, Trucs and clusters. In addition to course development, applications of TrucStudio include checking sound coverage of topics and comparing courses on an objective basis. This presentation focuses on two novel features of TrucStudio: version management of knowledge units and course information; and generation of output documents in various formats from knowledge units and other material managed by TrucStudio.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurmas:2008:ISP, author = "Zachary Kurmas", title = "Improving student performance using automated testing of simulated digital logic circuits", journal = j-SIGCSE, volume = "40", number = "3", pages = "265--270", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384342", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "JLSCircuitTester helps automate the testing and grading of circuits built using digital logic simulators. With many simulators, the testing and grading of circuits is tedious and time consuming enough that students do not test their circuits thoroughly. JLSCircuitTester addresses this problem by simplifying the means by which users specify sets of input and expected output values. In addition, it automatically verifies that the circuit under test produces the correct output. The projects submitted during the pilot semester contained approximately half as many errors as the previous semester's projects. The automatic evaluation has also simplified the grading of those projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2008:DFM, author = "Laurie Murphy and Lynda Thomas", title = "Dangers of a fixed mindset: implications of self-theories research for computer science education", journal = j-SIGCSE, volume = "40", number = "3", pages = "271--275", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384344", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Psychology studies have shown that students' beliefs about their own intelligence--whether they view intelligence as fixed or malleable-have an important influence on student development and achievement. Yet the impact of these theories on success in Computer Science (CS) has not been directly investigated. Self-theories research has shown that students with a fixed mindset are more likely to exhibit a helpless response to substantial challenges and to experience decreases in self-esteem during college. Those with a growth mindset welcome challenges, displaying a mastery-oriented response, and maintaining self-esteem, primarily because they attribute failure to a lack of effort rather than a lack of intellectual ability. This paper introduces self-theories research, and relates this research to several issues in CS Education. We then make suggestions for how CS educators can consider self-theories in their teaching and research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ragonis:2008:TMP, author = "Noa Ragonis and Orit Hazzan", title = "Tutoring model for promoting teaching skills of computer science prospective teachers", journal = j-SIGCSE, volume = "40", number = "3", pages = "276--280", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384345", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "One of the greatest challenges Computer Science (CS) teachers face is that of guiding their pupils through problem-solving processes, i.e., the process of constructing a solution for a given problem as an algorithm or a computer program. This paper suggests a tutoring model, to be implemented by prospective CS teachers, that aims at training them to accomplish this challenge. The model is based on one-on-one tutoring sessions, in which the prospective teacher meets a novice undergraduate student taking an introductory CS course and guides him or her through problem-solving processes. The tutoring activity provides the prospective CS teachers with an opportunity to experience teaching situations, especially learners' difficulties with respect to problem-solving processes, and consequently, to improve their teaching skills. The tutoring model was integrated into the Methods of Teaching Computer Science course and was accompanied by a qualitative research. The main research findings indicate that the prospective CS teachers: (a) change their perspective with respect to teaching processes; (b) focus in their teaching on learners' difficulties; (c) increase their awareness to problem-solving processes and to the need to adapt different teaching approaches for different learners; (d) become reflective practitioners; and (e) increase their confidence with respect to teaching processes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bower:2008:TTT, author = "Matt Bower", title = "A taxonomy of task types in computing", journal = j-SIGCSE, volume = "40", number = "3", pages = "281--285", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384346", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Based on the systematic development of a curriculum for our undergraduate computer science units, an analysis of general education and CSE literature and consultation with other computer science educators, a taxonomy of task types in computing is proposed. These task types are related to one another in a hierarchical fashion based on their cognitive interdependencies. The taxonomy can be applied by academics to guide the development of curriculum that meets student process based learning needs rather than just content needs, the latter being the current norm.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Knobelsdorf:2008:CPC, author = "Maria Knobelsdorf and Ralf Romeike", title = "Creativity as a pathway to computer science", journal = j-SIGCSE, volume = "40", number = "3", pages = "286--290", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384347", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The study presented in this paper explores characteristics of creativity and the question whether creativity forms a possible pathway into the field of Computer Science (CS). For this purpose, we analyze computing experiences of students majoring in CS and Bioinformatics. The study is part of two research projects exploring creativity in CS Education and students' pathways to CS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolikant:2008:CSE, author = "YifatBen-David Kolikant", title = "Computer-science education as a cultural encounter: a socio-cultural framework for articulating learning difficulties", journal = j-SIGCSE, volume = "40", number = "3", pages = "291--295", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384349", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We present a framework for articulating learning difficulties in computer science (CS) based on the socio-cultural theoretical idea that learning means entering a culture. In school, teachers and students participate in two cultures simultaneously: (1) school and (2) the domain studied. CS students are members of a third culture, computer users and thus, in CS lessons, three cultural viewpoints are employed simultaneously, which might recast students' understanding of CS with ungenuine-CS elements. The power of this framework was demonstrated in a three-phase investigation into difficulties regarding correctness using questionnaires. The first two phases revealed how both school and the user's culture nurture students' misconceptions of correctness, which contribute to students' inadequate work habits. The third phase exposed teachers' dual viewpoint on a programming activity, which students can misinterpret as agreement with their (mis)understanding of the concept.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dorge:2008:WIT, author = "Christina D{\"o}rge and Carsten Schulte", title = "What are information technology's key qualifications?", journal = j-SIGCSE, volume = "40", number = "3", pages = "296--300", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384350", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "What kind of IT key qualifications do we have to teach in order to lessen the digital divide between educated and uneducated IT users, and to enable students who live in an IT-rich world to gain insights into the underlying science? In this paper we argue that key qualifications, IT skills, and IT or media literacy can not be reduced to the teaching of applicational aspects, that is, to the functional characteristics of the IT systems in question. Instead, IT key qualifications consist in knowledge about the concepts of computer science. Applying the concept of educational lenses (described in previous papers) to a course on IT key qualifications, we are able to obtain a more focused approach towards a definition of IT skills.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Giangrandi:2008:EGB, author = "Paolo Giangrandi and Claudio Mirolo", title = "Enhancing the general background of {CS} students through a computing history course", journal = j-SIGCSE, volume = "40", number = "3", pages = "301--305", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384351", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The Italian Association of Automatic Computing (AICA) promotes the introduction of academic courses on the computing history. Also the University of Udine participates in this project by offering an elective course in the CS and IT programs. After the first two years of this new experience, we attempt to outline what is emerging from the analysis of the students' answers to a couple of specifically designed questionnaires and to the examination tests. A major point of interest is that the course helps us to get some insight on our students' general background and attitude toward culture. In particular, the first observations seem to indicate that they are rather curious about the technological artifacts, but come with a poor historical picture and then have difficulty putting science and technology in a historical perspective. Although our analysis reveals some positive trends, it is not easy to assess the course effectiveness in this respect because of the lack of suitable benchmarks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Plane:2008:CCB, author = "Jandelyn D. Plane and Isabella Venter", title = "Comparing capacity building frameworks for computer science education in underdeveloped countries: an {Asian} and {African} perspective", journal = j-SIGCSE, volume = "40", number = "3", pages = "306--310", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384352", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper, programs for capacity building in computer science education of developing countries are being compared in terms of: the type of framework implemented; its advantages and disadvantages; the influence of societal issues and language on the perceived success of the framework and finally how the technology used for communication, influence the success of the program. Since both researchers are actively engaged in four of the projects, participative observation is the preferred qualitative research methodology used. We have found that: each framework has different benefits; many of the challenges are consistent across many less technologically developed countries; and that improved communication technologies make it easier to have alliances and support between computer science departments at universities on different continents. This paper is a report on research currently in progress.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sheridan-Ross:2008:PTC, author = "Jakki Sheridan-Ross and Andrea Gorra and Janet Finlay", title = "Practical tips for creating podcasts in higher education", journal = j-SIGCSE, volume = "40", number = "3", pages = "311--311", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384354", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Podcasts are of particular interest in order to promote flexibility in teaching and learning. In this note, we provide tips for creating podcasts with a particular relevance for computing students, based on our experience at Leeds Metropolitan University. A number of trials have taken place within Innovation North Faculty of Information and Technology including the development of learning materials and support mechanisms for academic staff wishing to develop new (or adapt existing) resources to this new format. To date, podcasts have been created to support the teaching of motion capture, advanced video technologies, and project-based work for computing students. CETL ALiC (Active Learning in Computing) is supporting the trials through the development of a Podcast Solutions Pilot which has allowed us to observe, support, develop and explore some of the issues around using this type of technology in a teaching and learning environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2008:PSI, author = "Guido R{\"o}{\ss}ling", title = "Providing a {Seminar++}: innovation seminars", journal = j-SIGCSE, volume = "40", number = "3", pages = "312--312", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384355", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rubio-Sanchez:2008:IPE, author = "Manuel Rubio-S{\'a}nchez", title = "An introduction to problem equivalence with combinatorics", journal = j-SIGCSE, volume = "40", number = "3", pages = "313--313", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384356", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper proposes the use of several classes of simple combinatorial problems that share the same solution for teaching problem equivalence and recursion. Our focus is on counting problems that involve Fibonacci numbers. While these problems have simple recursive solutions, we propose that --- for teaching purposes --- they can also be solved by finding other isomorphic problems for which the solution is known.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Poplawski:2008:JPT, author = "David A. Poplawski and Zachary Kurmas", title = "{JLS}: a pedagogically targeted logic design and simulation tool", journal = j-SIGCSE, volume = "40", number = "3", pages = "314--314", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384357", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "JLS is a GUI-based digital logic simulation tool specifically designed for use in a wide range of digital logic and computer organization courses. It is comparable in features and functionality to commercial products, but includes many student and instructor-friendly aspects not found in those products such as state-machine and truth table editors, extensive error checking, and multiple simulation result views. Students quickly become proficient in its use, enabling them to concentrate on circuit design and debugging issues. The circuit drawing interface is convenient enough to allow instructors to use it for classroom presentations, and circuits can be modified and tested so quickly that it promotes exploring alternatives not prepared for in advance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Salter:2008:UDS, author = "Richard M. Salter and John L. Donaldson", title = "Using {DLSim} 3: a scalable, extensible, multi-level logic simulator", journal = j-SIGCSE, volume = "40", number = "3", pages = "315--315", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384358", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Students of Computer Organization should be able to ``learn by doing'' at all levels of computer design. DLSim 3 is a multilevel simulation system that provides a unified platform for studying system structure, from low level combinational and sequential circuits, through design of a complete CPU. Using DLSim 3, students recognize the uniformity of system structure, as well as the principles of abstraction that link the various levels of design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garcia-Osorio:2008:TPA, author = "C{\'e}sar Garc{\'\i}a-Osorio and I{\~n}igo Mediavilla-S{\'a}iz and Javier Jimeno-Visitaci{\'o}n and Nicol{\'a}s Garc{\'\i}a-Pedrajas", title = "Teaching push-down automata and {Turing} machines", journal = j-SIGCSE, volume = "40", number = "3", pages = "316--316", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384359", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper we present the new version of a tool to assist in teaching formal languages and automata theory. In the previous version the tool provided algorithms for regular expressions, finite automata and context free grammars. The new version can simulate as well push-down automata and Turing machines.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garcia-Osorio:2008:TTL, author = "C{\'e}sar Garc{\'\i}a-Osorio and Carlos G{\'o}mez-Palacios and Nicol{\'a}s Garc{\'\i}a-Pedrajas", title = "A tool for teaching {LL} and {LR} parsing algorithms", journal = j-SIGCSE, volume = "40", number = "3", pages = "317--317", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384360", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper we present a tool to assist in teaching top-down and bottom-up analysis algorithms. The tool provides simulation for the following analysis algorithms: LL, SLR, LALR and LR. During the simulation the student can simultaneously see the pending input, the analysis stack and tables, the generated output and the parse tree.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Deugo:2008:ETT, author = "Dwight Deugo", title = "{Eclipse} as a teaching tool", journal = j-SIGCSE, volume = "40", number = "3", pages = "318--318", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384361", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this Demonstration session, I will show what to teach students about Eclipse, while remaining in the contexts of existing courses, such as CS1/CS2, in higher-level courses such as Quality Assurance, and in project courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Norte:2008:SGP, author = "St{\'e}phane Norte and Fernando Lobo", title = "A {Sudoku} game for people with motor impairments", journal = j-SIGCSE, volume = "40", number = "3", pages = "319--319", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384362", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Educational games are a beneficial activity motivating a large number of students in our society. Unfortunately, disabled people have reduced opportunities when using a computer game. We have created a new Sudoku game for people whose motion is impaired, called Sudoku Access. This special interface allows the control of the game by voice and/or a single switch. With this Sudoku puzzle we can help more people to get involved in computer games and contribute to develop logic thinking and concentration in students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Djordjevic:2008:JPM, author = "Mirela Djordjevic", title = "{Java} projects motivated by student interests", journal = j-SIGCSE, volume = "40", number = "3", pages = "321--321", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384364", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We present four Java projects suggested by our student that were developed in Java CS1/CS2 course. What is in interest of our students who start programming? The answer might be different from the teachers or textbook approach. The themes include games, drawing, colors, measuring time, etc. Questions can be raised if we can just monitor a process of studying by watching the development of projects and simply making directions in different ways, or can we as teachers learn what major interests of our students are when learning to program. We share our finding of interesting examples.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Deugo:2008:UEC, author = "Dwight Deugo", title = "Using {Eclipse} in the classroom", journal = j-SIGCSE, volume = "40", number = "3", pages = "322--322", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384365", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this Tips \& Techniques session, I will describe what to teach students about Eclipse, while remaining in the contexts of existing courses, such as CS1/CS2, in higher-level courses such as Quality Assurance, and in project courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Perez:2008:CLO, author = "Jorge E. P{\'e}rez and Javier Garc{\'\i}a Mart{\'\i}n and Isabel Mu{\~n}oz Fern{\'a}ndez", title = "Cooperative learning in operating systems laboratory", journal = j-SIGCSE, volume = "40", number = "3", pages = "323--323", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384366", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper, we describe the use of cooperative learning (with jigsaw) in lab sessions in an operating systems course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DiCerbo:2008:EMC, author = "Francesco {Di Cerbo} and Gabriella Dodero and Giancarlo Succi", title = "Extending {Moodle} for collaborative learning", journal = j-SIGCSE, volume = "40", number = "3", pages = "324--324", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384367", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this demo, we present novel features added to the Moodle Learning Management System to achieve collaborative learning", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Radenski:2008:DCS, author = "Atanas Radenski", title = "Digital {CS1} study pack based on {Moodle} and {Python}", journal = j-SIGCSE, volume = "40", number = "3", pages = "325--325", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384368", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We believe that CS1 courses can be made more attractive to students: by teaching a highly interactive scripting language --- Python by using an open source course management system --- such as Moodle --- to make all course resources available in a comprehensive digital study pack, and by offering detailed self-guided online labs . We have used Moodle [1] and Python [2] to develop a ``Python First'' digital study pack [3] which comprises a wealth of new, original learning modules: extensive e-texts, detailed self-guided labs, numerous sample programs, quizzes, and slides. Our digital study pack pedagogy is described in recent ITiCSE and SIGCSE papers [4, 5]. ``Python First'' digital packs instances have already been adopted by instructors at several universities. This demonstration reveals instructor and student perspectives to the ``Python First'' digital pack. In particular, we demonstrate how instructors can use standard Moodle functionality to customize and manage digital packs. We also demonstrate several Moodle-supported, Python-based self-guided labs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2008:PGP, author = "Michael H. Goldwasser and David Letscher", title = "A {Python} graphics package for the first day and beyond", journal = j-SIGCSE, volume = "40", number = "3", pages = "326--326", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384369", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We demonstrate the use of a new Python graphics package named cs1graphics, while discussing its impact on pedagogy and showcasing the recent work of our students. Our package was originally developed with two goals in mind. First, we insisted that it be intuitive enough that students can sit down and make use of it from the very first day of an introductory class. Second, we wanted to provide seamless support for intermediate and advanced lessons as students progress. The resulting package is freely available at www.cs1graphics.org. We find its combination of simplicity and functionality unmatched by existing packages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kolling:2008:GHG, author = "Michael K{\"o}lling", title = "{Greenfoot}: a highly graphical {IDE} for learning object-oriented programming", journal = j-SIGCSE, volume = "40", number = "3", pages = "327--327", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384370", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Greenfoot is an educational IDE that makes it easy to write interactive graphical applications. It helps to solve several problems in the teaching and learning of object-oriented programming: It provides educational tools that aid in understanding fundamental object-oriented concepts, and it is highly motivational through instant graphical feedback.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edwards:2008:WCA, author = "Stephen H. Edwards and Manuel A. Perez-Quinones", title = "{Web-CAT}: automatically grading programming assignments", journal = j-SIGCSE, volume = "40", number = "3", pages = "328--328", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384371", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This demonstration introduces participants to using Web-CAT, an open-source automated grading system. Web-CAT is customizable and extensible, allowing it to support a wide variety of programming languages and assessment strategies. Web-CAT is most well-known as the system that ``grades students on how well they test their own code,'' with experimental evidence that it offers greater learning benefits than more traditional output-comparison grading. Participants will learn how to set up courses, prepare reference tests, set up assignments, and allow graders to manually grade for design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Escribano:2008:DTJ, author = "Carmen Escribano and Antonio Giraldo and Mar{\'\i}a Asunci{\'o}n Sastre and Mario Trotta", title = "Digital topology {Java} applet", journal = j-SIGCSE, volume = "40", number = "3", pages = "329--329", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384372", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We present here a java applet, accessible through the World Wide Web, which allows to apply to a binary digital image a series of topological algorithms for image processing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassell:2008:FI, author = "Lillian (Boots) Cassell", title = "The future of {ITiCSE}", journal = j-SIGCSE, volume = "40", number = "3", pages = "331--332", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384374", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Now that ITiCSE has reached its teenage years, it's time to take a look at where we've been, where we are, and where we'd like to go. The panelists will offer a historical perspective of the conference, what makes it stand out from other conferences, and give some ideas of how they would like to see ITiCSE mature. Come hear what they have to say, and there will be plenty of time for the audience to offer their own suggestions of where they would like to see ITiCSE go.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Young:2008:SSO, author = "Alison Young and Arnold Pears and Pedro de Miguel Anasagasti and Ralf Romeike and Michael Goldweber and Michael Goldwasser and Vicki Almstrum", title = "Scrambling for students: our graduates are sexier than yours", journal = j-SIGCSE, volume = "40", number = "3", pages = "333--334", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384375", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Teams representing the USA and Europe engage in a battle of words and wits to establish ``once and for all'' which educational system produces the superior outcome. This ``no holds barred'' debate leaves no stone unturned in a search for truth on this question, providing a final answer to a controversy that has plagued our community since the inception of computing itself. Witness this historic moment in the history of CS education first hand!", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Albin-Clark:2008:URP, author = "Adrian Albin-Clark and T. R. Vishnu Arun Kumar", title = "The use of role play to simulate a tethered swarm of robots for urban search and rescue {(USAR)}", journal = j-SIGCSE, volume = "40", number = "3", pages = "335--335", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384377", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "A role play activity, in which people become tethered search robots, was trialled. The main constraint was space on the science centre floor, which reduced the effectiveness of the message.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aitenbichler:2008:WOS, author = "Erwin Aitenbichler and Guido R{\"o}{\ss}ling", title = "{Webreg}: an online system for registration and grade distribution", journal = j-SIGCSE, volume = "40", number = "3", pages = "336--336", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384378", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Applin:2008:CRM, author = "Anne G. Applin and Hilary J. Holz", title = "Computing research methods multi-perspective digital library: a call for participation", journal = j-SIGCSE, volume = "40", number = "3", pages = "337--337", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384379", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "For the past three years, SIGCSE has sponsored a design research project on teaching Computing Research Methods (CRM) [4]. The initial phase of the work included an ITiCSE working group that gathered a great deal of literature on and about: computing research; CRM; and teaching CRM [3]. During the literature review, we discovered a number of similar current and prior efforts, some of which had even met with limited success within their discourse community. However, because the CRM literature is divided across publishers, indices, and discourse communities, none of the earlier efforts established the common ground necessary for meaningful dialog on curricular issues (see section 1.1. of [1]) To establish that common ground, we decided to foster a scholar-produced digital resource to facilitate integrating teaching / learning research methods across the computing curriculum [1]. Scholar-produced digital resources are digital libraries that are produced by scholarly communities of practice, rather than by external stakeholders such as commercial publishers or libraries. These digital libraries are rich interactive web locales that ``. . . include aggregations of resources that support research, such as field-based topic gateways and bibliographies; products of original research such as novel multimedia publications and handbook type web publications, communication forums such as preprint archives and pure e-journals; and research tools such as non-proprietary software available via the web.'' [2] We started work on the CRM Multi-Perspective Digital Library (CRM-MPDL) in early 2007. A second ITiCSE working group [1] focused on the faculty perspectives in CRM-MPDL. A SIGCSE special projects grant funded student research assistants for CRM-MPDL. As a consequence, students have become a very active and vocal constituency in the project, and they have made significant progress on a set of student design and content elements for CRM-MPDL. To date, we have developed an international participatory design community [4]; conducted and published an extensive literature review and glossary [3]; developed some initial curricular materials [4]; and constructed a prototype design for the faculty perspective in a multiperspective digital resource to integrate teaching research methods across the computing curriculum [1]. One of the goals of the project has been to build a tool that is useful to faculty, students, industry, administrators, and anyone else who is interested in teaching or learning about CRM. A prototype of CRM-MPDL is ready to be tested, interacted with, and critiqued. The goal of this poster is to solicit participation from the ITiCSE conference attendees. An international audience is necessary for us to get the most comprehensive feedback for the tool. We have a growing set of content materials and a growing set of design materials. A laptop will be available at the poster for attendees to experience CRM-MPDL on site.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Choi:2008:DOC, author = "Sook Kyoung Choi and Tim Bell and Soo Jin Jun and Won Gyu Lee", title = "Designing offline computer science activities for the {Korean} elementary school curriculum", journal = j-SIGCSE, volume = "40", number = "3", pages = "338--338", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384380", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The rapid rate of the development of computer technology raises the issue of how to reform Computer Science education in elementary and middle schools. In Korea the government has taken this issue seriously, and the Ministry of Education \& Human Resources Development has announced substantial revisions to its computing curricula, leading to a new curriculum in Informatics to be introduced for middle schools in 2010, and for high schools in 2011. There is a proposal that the elementary school curriculum will be linked to these, and with a stronger focus on not just learning how to operate computers and software, but understanding the methods and algorithms behind Computer Science. Research on identifying effective teaching methods for CS topics at the elementary level is critical at the moment, as the content of the developing curriculum will be influenced by information about which topics are able to be taught effectively at this level. We are particularly interested to establish how these topics can be covered effectively without having to reduce them to a comfortable re-working of the status quo driven by a lack of background on teaching these new topics. Hence it is important to have experience with teaching such topics so that they can be considered for widespread use in the curriculum. As in most countries, Korean elementary school teachers are generalists, and therefore the Informatics curriculum needs to be presented in a way that a generalist can engage with it, as well as engage their students. One approach that avoids the difficulties and distraction of computers in the elementary school classroom is the use of offline activities: activities that work with Computer Science concepts, but are not done at the computer. These aim to educate students about abstract and challenging concepts behind algorithms, but without using a computer. It is our belief that computer science fundamentals can be taught without the help of computers; many key concepts predate the modern computer, and many demonstrations are available for a wide range of concepts. Currently the existing work on offline activities is not directly aimed at teaching CS to elementary-age children. Much of the published work is aimed primarily at tertiary level students, and is generally intended for motivated students in a university classroom. Most of the kinesthetic material developed for elementary school material is aimed at enthusing students about CS; they explicitly do not presume to teach ideas, but simply inform students about the kind of thinking and problem solving that is required for CS, and therefore make students better informed about choosing a career in the field. In particular, assessment is an important component of teaching, and current resources are not strong in this area. With the opportunity for CS topics to be taught to students, we have experimented with using kinesthetic approaches in the classroom. In addition to needing to provide assessment, we have identified that a particular issue is that elementary level teachers are usually non-specialists, and we report on work to enable such teachers to adopt CS teaching material effectively. An important component of this is providing background information about how the topic is used in practice. The poster summarises our experiences and feedback from teachers in making this material accessible for elementary school students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burrell:2008:LOO, author = "Christopher J. Burrell", title = "Learning object oriented programming: unique visualizations of individuals learning styles, activities and the programs produced", journal = j-SIGCSE, volume = "40", number = "3", pages = "339--339", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384381", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Constructing new knowledge when learning to program is acknowledged as a difficult process. This poster displays visual models constructed from pre-course questionnaires and the activities and programs produced by novices when taking the first steps in programming. Case study and experimental methods were used to develop these individualized, ``student learning models'' in an attempt to identify and understand individual differences. A micro-world environment was developed to capture data associated with writing and running programs. Visualizations derived display the resulting learner models which can assist in understanding the developing knowledge state of individuals with the potential of providing a contribution to tutorial support.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Caldeira:2008:TSC, author = "Carlos Pampulim Caldeira", title = "Teaching {SQL}: a case study", journal = j-SIGCSE, volume = "40", number = "3", pages = "340--340", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384382", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this poster we describe a class experiment focused on a different way of teaching SQL language. Classically students are introduced to SQL programming and start right way to write code lines. Based on my teaching experience this is not the ideal methodology. This poster presents a new approach for teaching SQL programming in the context of a Portuguese University: ``in order to write first we have to be able to read''. This case study --- although in its first steps --- clearly recognizes the potential benefits of this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Caspersen:2008:WML, author = "Michael Caspersen and Lillian Cassell and Gordon Davies and Arnold Pears and Stephen Seidman and Heikki Topi", title = "What is {Masters} level education in informatics?", journal = j-SIGCSE, volume = "40", number = "3", pages = "341--341", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384383", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Adoption of the Bologna Accord in the European Higher Education Area (EHEA) represents a concerted move towards harmonisation of educational outcomes in higher education at the Bachelor, Masters and PhD levels. At a time when European systems are undergoing significant examination and modification, this project addresses the need for greater understanding of the nature of Masters level education in the Informatics disciplines across Europe and the United States. The poster presents the current findings of the project, and is intended to prompt discussion about the content and expected outcomes of such programmes world-wide.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Charlton:2008:EEW, author = "Terence Charlton and Lindsay Marshall and Marie Devlin", title = "Evaluating the extent to which sociability and social presence affects learning performance", journal = j-SIGCSE, volume = "40", number = "3", pages = "342--342", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384384", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Active Learning in Computing (ALiC) is the first Centre for Excellence in Teaching and Learning (CETL) project for Computing Science in England. Funded by HEFCE, the initiative seeks to prepare students for the realities of working in their chosen field by aligning their learning experiences and transferable skill sets with those sought by today's software engineering industry. One way ALiC achieves this is by introducing cross-site, collaborative group-programming tasks into the curriculum. Running over an academic year, this approach encourages active interaction and dialogue between student teams at Newcastle and Durham universities, and develops strong, real-world problem solving skills in participants. The ALiC project has thus far generated a great deal of positive feedback from undergraduates, and we feel our approach to inter-institutional teamwork offers students a realistic and relevant ``real world'' experience [2]. However, we are also becoming increasingly aware that time and resource pressures can make it difficult for students to maintain adequate levels of communication for any length of time [4], and once a team disperses it becomes difficult for its members to preserve the channels needed to interact and collaborate effectively. Consequently, an emerging area of research at Newcastle University concerns how learning can be enhanced through the use of computer-mediated social networking environments --- online communities such as Facebook, Friendster and Bebo --- through which registered users connect with friends and colleagues to explore similar interests and activities. In a collaborative educational context, these online social networking services offer an attractive means to foster student interaction and community building by providing a means to explore the common ground that exists between participants. [1] To that end, we intend to embed the communication and ``social awareness'' affordances --- profile creation, synchronous and asynchronous chat, status updates, etc. --- of popular social networking sites into our undergraduate, cross-site software engineering projects [3]. Social network analysis will be used to identify, map and analyse the flow of information and resources between distributed team members. The pedagogic motivation behind this work is to foster greater group-oriented interaction by filling the communication void that often arises between face-to-face meetings [5]. By reducing the geographic and temporal barriers to interaction and community formation (especially where 'peripheral', passive team members are concerned), team members will become increasingly aware of each others' skills, personalities, work rhythms and needs --- both online and off --- within a pre-existing, persistent, convenient infrastructure.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chidanandan:2008:APB, author = "Archana Chidanandan and Shannon Sexton", title = "Adopting pen-based technology to facilitate active learning in the classroom: is it right for you?", journal = j-SIGCSE, volume = "40", number = "3", pages = "343--343", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384385", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this work, we identify factors that should be examined when considering the adoption of collaboration-facilitating software and hardware and also determine what needs to be done to facilitate the use of this technology in the classroom.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chinn:2008:WSS, author = "Donald Chinn and Tammy VanDeGrift", title = "What students say about gender in hiring software professionals", journal = j-SIGCSE, volume = "40", number = "3", pages = "344--344", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384386", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We asked students to make hiring decisions for a program manager and a software engineer for a fictitious software company. In one population of students, a pool of four candidates was provided. In another population of students, the candidates differed from the first in that the descriptions of two of the candidates were represented by the opposite gender. This poster provides evidence to help answer the following research questions: (1) Does gender matter in the rate of selection among candidates? and (2) Does gender matter in how candidates are perceived? Through analyzing students' work, we show that gender plays a role: the female candidate is more popular and assumptions and perceptions about candidates vary with gender.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Connolly:2008:CMT, author = "Randy W. Connolly", title = "{{\em Complecto mutatio}}: teaching software design best practices using multi-platform development", journal = j-SIGCSE, volume = "40", number = "3", pages = "345--345", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384387", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Students can best understand the benefits of software design principles when they have to work on a project in which requirements change repeatedly in some substantial way over the course of a semester. This poster describes two different semester-long projects in which substantial change was enforced upon the students by making them develop a system that had to work on three different user interface platforms (text-based console, desktop Windows, and a mobile Pocket PC). By making the students plan and adapt for this change the students were better able to truly appreciate the benefits of good design and were willing to take the extra effort to implement a design that reflects the principles taught in most object-oriented design courses. One of the key principles engaged by this approach was the importance of a layered architecture to software projects driven by change.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dooley:2008:SDC, author = "John F. Dooley", title = "A software development course for {CC2001}: the third time is charming", journal = j-SIGCSE, volume = "40", number = "3", pages = "346--346", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384388", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this poster, we describe our experiences over the past three years in developing and delivering a compressed course in Software Development and Professional Practice for our computer science major. This course is one of the core courses in the CC2001 small department model and brings topics in software engineering, design, code writing and reading, computer ethics, and professional practice into the heart of the major. The poster describes the course, the topics we cover, how the course is delivered, what's worked and not worked, and how it has evolved over the last three years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gray:2008:CBT, author = "John Gray and Gill Harrison and Andrea Gorra and Jakki Sheridan-Ross and Janet Finlay", title = "A computer-based test to raise awareness of disability issues", journal = j-SIGCSE, volume = "40", number = "3", pages = "347--347", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384389", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The purpose of this poster is to share our experience of a staff development tool that has been developed to raise awareness amongst staff about issues that students with disabilities might face. A computer-based test has been created as a training tool to raise awareness among university academic staff of some common experiences faced by people with visual, mobility, hearing and cognitive difficulties when using a computer [1]. The development team is based at Leeds Metropolitan University and is part of a UK centrally-funded ``Centre for Excellence in Teaching and Learning'' (CETL) [2], in collaboration with the Universities of Durham, Newcastle and Leeds. The Centre is devoted to promoting ``Active Learning in Computing'' (ALiC) [3] and is the only CETL within the Computer Science academic area. This test simulates experiences of disabled students who use computers and take computer-based tests, and provides advice and guidance to university teaching staff on how they may best cater for the needs of such students. The poster presents the reasons for creating such a tool in such a format, its structure and content.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gunawardena:2008:MAR, author = "Ananda Gunawardena and John Barr and Andrew Owens", title = "A method for analyzing reading comprehension in computer science courses", journal = j-SIGCSE, volume = "40", number = "3", pages = "348--348", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384390", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Reading has traditionally been seen as an essential component in learning, especially at the university level. However, many instructors in higher education, especially in technical courses, do not emphasize reading or try to evaluate it. In this abstract we present an automated system designed to measure and improve reading comprehension and describe preliminary results using the system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Corbera:2008:DNM, author = "Francisco Corbera and Eladio Guti{\'e}rrez and Juli{\'a}n Ramos and Sergio Romero and Mar{\'\i}a A. Trenas", title = "Development of a new {MOODLE} module for a basic course on computer architecture", journal = j-SIGCSE, volume = "40", number = "3", pages = "349--349", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384391", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This work describes a new Moodle module, CTpractices, developed to give support to the practical content of a basic computer organization course. Within a constructivist pedagogical approach Moodle (Modular Object-Oriented Dynamic Learning Environment)[1], a very popular Learning Management System (LMS), provides a highly configurable web-based interface that includes a wide range of activities which are, in general, sufficient for a standard course. Nevertheless, when dealing with specific subjects, some functional features are missed, as it is the case when teaching a basic course on computer architecture, an essential topic in the computer science curricula. It involves practical assignments consisting on the design and simulation of elementary processors by means of CAD tools making use of schematic or VHDL design entries. Currently the University of Malaga is making an increasing effort oriented to the successfull implementation of the ECTS (European Credit Transfer System) system. This involves changing the teaching practices carried out traditionally [2], looking towards the developing of assessment mechanisms in order to increase the student?s active effort. In our course, in order to better guide the students, teachers should perform a functional evaluation using a simulation tool to verify whether the students? designs work or not according to the specifications. This is a very time consuming task, becoming a common bottleneck when looking for a continuous assessment of students. One key element of the new CTpractices module is the automatic checking and verification engine that keeps information about the current state of students work, supplying automatic assessment features and feedback to the student. Teachers can modify the project description and define different testing benches. The module stores historical information concerning the results of the different evaluations, extracting statistics and metrics which are very useful when determining the student workload in the context of the ETS model. Additionally, this new module is oriented to promote a collaborative teamwork allowing to define student teams in a more operative way than built-in moodle groups. Other basic aspects supported are material repository, deadlines, hosting, etc. The new module inherits a part of its functionality from a specific LMS previously developed by the authors, that has been in use from academic year 2004 [3], widely proving its usefulness. It has been re-designed according to the Moodle philosophy, making possible to easily extend its application to other similar subjects. The choice for Moodle is motivated by its modular organization based on free software like PHP and MySQL. From the developer point of view, this allows to add new modules using well-known interfaces. As Moodle is currently used by the Virtual Campus of our university, this new module breaks the isolation of the previous platform as refers to activities like forums, messages or event signaling.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2008:CSI, author = "Elizabeth K. Hawthorne and Karl J. Klee and Robert D. Campbell and Anita M. Wright", title = "Computer science and information technology associate-level curricular guidelines", journal = j-SIGCSE, volume = "40", number = "3", pages = "350--350", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384392", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This poster presentation will feature draft curriculum guidelines recently developed by the Two-Year College Education Committee (TYCEC), a standing committee of the ACM Education Board. The TYCEC is charged with developing and updating computing curricula guidelines for associate-degree granting institutions worldwide. To this end, the TYCEC is in the process of substantial revisions of the associate-level curriculum guidelines for transfer Computer Science degree programs and career Information Technology degree programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hollingsworth:2008:TQW, author = "Joseph E. Hollingsworth", title = "Teaching query writing: an informed instruction approach", journal = j-SIGCSE, volume = "40", number = "3", pages = "351--351", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384393", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper is intended for those instructors asked to teach an undergraduate introductory class on SQL query writing, which is usually difficult for students to learn. After reading Bruer's Schools for Thought [1], we realized that we need to modify our approach so that it uses informed instruction (instead of traditional instruction) and since have noticed improvements in student performance in SQL query writing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jackova:2008:LMI, author = "Jana Jackov{\'a}", title = "Learning for mastery in an introductory programming course", journal = j-SIGCSE, volume = "40", number = "3", pages = "352--352", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384394", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Teachers always look for new ways to make their teaching more effective. ``The data show that mastery learning programs have positive effects on student achievement'' [1]. We introduce work in progress of an educational research of teaching/learning (T/L) effectiveness in case the Mastery Learning (ML) approach is used in an introductory course of programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kiesmueller:2008:HDG, author = "Ulrich Kiesmueller and Torsten Brinda", title = "How do 7th graders solve algorithmic problems?: a tool-based analysis", journal = j-SIGCSE, volume = "40", number = "3", pages = "353--353", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384395", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Informatics education, not only in higher but also in secondary education, is often assisted by special learning software to teach the fundamental ideas of algorithms [2]. In this context pupils also learn the basics of programming using didactically reduced, text-based or visual programming languages. Therefore in Germany, in some federal countries (for example Bavaria), where the basics of algorithms are already taught in the 7$^{th}$ grade (age 12 to 13 years), age-based learning and programming environments, such as Karel, the robot and Kara, the programmable ladybug [1], are used. Although the design of these environments is age-based, working with them to solve algorithmic problems often causes problems in the classroom. These tools give feedback to the learners based on the analysis of a current solution attempt without taking the previous problem solving process into account. The system messages are often rather technical and therefore hardly helpful especially for weaker learners to enable them to correct arisen problems by themselves. In order to give optimal support to pupils in these situations and therefore improve the learning processes, the learner-system interaction of the used educational software environments should be enhanced and better be adapted to the learners? individual problem solving strategies. The main objective of this research project is to find out, to what extent the automated diagnosis of a problem solving strategy of a learner is possible, and to what extent this knowledge can be used to enhance the learner-system interaction. Starting from the advantages and disadvantages of standardized process observation methods, two software-based research instruments for the system supported diagnosis of the individual proceedings, using the learning environment Kara, were designed and implemented. With the first component learner-system interactions are recorded, the second one provides functions to analyse the collected data. Using test-cases gives a first idea of the quality of the solution attempts. The requirements for the software components resulted from several test scenarios with a small number of participants with different qualification in computer science (from novices to graduating computer science students). During these tests each individual was observed by a researcher and additionally interviewed afterwards. A first version of the implemented instruments was tested in case studies with more than 100 participants (12 to 13 years old) from Bavarian grammar schools to evaluate the suitability for daily use. During the studies the learners were asked to solve three given tasks in a session of 45 minutes, provided by the Kara system, individually (one pupil per computer), but communication between the test persons was allowed. The tasks required knowledge of the control structures (sequence, selection, iteration). The results of these studies indicate that it is possible to identify and to evaluate different problem solving patterns with the help of the developed instruments. To identify different types of learners? strategies it is necessary to combine the various kinds of visualizations of the collected data. To support automatic categorization pattern-recognition methods will be used. The collected ordinal (test-case results) and nominal data can be used for analyses of the correlation between different factors (for example number of error messages or program executions compared with the assessment of the solution attempt) with methods of descriptive statistics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurkovsky:2008:FRI, author = "Stan Kurkovsky", title = "Four roles of instructor in software engineering projects", journal = j-SIGCSE, volume = "40", number = "3", pages = "354--354", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384396", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "As a practice-oriented discipline, Software Engineering (SE) is most effectively taught by using a variety of hands-on experiences. Team-based projects where students can practice their technical and soft skills are a key feature of many software engineering courses aimed to prepare students for the realities of industrial software development. Current research indicates that projects offered in SE courses should have a close connection to the real world, be large scale and complex. On the one hand, students should be able to relate to the requirements and understand them without spending much time acquiring domain knowledge. On the other hand, students should be exposed to changing and evolving requirements, which is one of the main challenges of real-world software projects. Software projects should be large enough and have enough features to engage all members of the student team while enabling them to practice some degree of specialization and experience the advantages and challenges of teamwork. Software projects should be rich enough to allow students practice all previously acquired SE concepts, bring together knowledge from other specialized CS disciplines, and apply a number of modern tools and technologies. One of the most effective ways to learn SE is to expose students to an environment that resembles an industrial setting as much as possible. As a part of an academic program, SE courses can achieve this objective by offering students a balanced combination of three components: teamwork involving up-to-date technology grounded in a solid theoretical foundation. Instructors in SE courses are uniquely positioned to help maintain this balance by simultaneously playing four roles described below. As a customer who contracts a student team to implement a particular project, the instructor may provide a verbal or written description of the project. It is the students? responsibility to conduct the requirements elicitation interviews and to prepare formal requirements specification for subsequent validation with the customer and possible adjustment. The instructor may act as a customer during the acceptance testing throughout the project to make sure that the team is on the right track at every iteration of the project. The instructor acting as a customer can also act as a proxy if the project has been offered by an industrial partner, or some other department or organization on campus. As an architect initially specifying the overall structure of the solution, the instructor can help students choose the right software architecture. This is a very important choice that has to be made early because it impacts the overall flow of the project. Later architectural changes can be extremely costly and can significantly jeopardize meeting the deadlines. Most likely, students do not have experience in making such architectural decisions and, therefore, it is crucial for the instructor to provide some guidance in this important process. As a team manager concerned with risk management, the instructor needs to pay attention that the team efforts are not jeopardized due to a potential lack of students? soft skills and that these skills are built up as the project progresses. Although it is the students? responsibility to create all artifacts emerging from the project, the instructor can help the team adhere to the schedule by providing feedback based on the inspection of all produced artifacts. In this respect, the roles of the team manager and the customer may somewhat overlap because the same person will be providing feedback to the team from the technical point of view (artifact inspection), as well as from the customer point of view (verification of product implementation at each iteration). In addition to the traditional role of giving lectures, the instructor needs to be a mentor offering guidance to each team and individual students addressing their specific needs and answering questions unique to their projects and the responsibilities in the context of the project. Furthermore, the instructor is uniquely positioned to advise individual students on how to resolve potential conflicts within a team. Such an advice given at the right time could make a difference between completing the project on time and allowing interpersonal tensions completely ruin any chance of collaboration between the team members.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lauer:2008:RRE, author = "Tobias Lauer", title = "Reevaluating and refining the engagement taxonomy", journal = j-SIGCSE, volume = "40", number = "3", pages = "355--355", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384397", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We propose extensions to the engagement taxonomy, based on a comparative review of several experiments carried out within that framework to assess the effectiveness of algorithm visualization.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leach:2008:AAA, author = "Ronald J. Leach", title = "Analysis of {ABET} accreditation as a software process", journal = j-SIGCSE, volume = "40", number = "3", pages = "356--356", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384398", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The ABET assessment process is highly complex and is emphasizes the use of assessment to improve programs. Since the process is complex, it has a considerable overhead. This paper will present some models for estimating the added overhead of such assessment. The models can be used to help determine if any other activities must be curtailed because of the increased overhead of assessment. The models suggest which categories of colleges and universities will be affected most adversely by the overhead of the ABET accreditation process.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barchino:2008:IAL, author = "Roberto Barchino and Luis de Marcos and Jose M. Gutierrez", title = "An interoperable assessment language proposal", journal = j-SIGCSE, volume = "40", number = "3", pages = "357--357", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384399", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The activities related to the assessment process are essential in any learning action. We propose an XML-based language for the design of an assessment plan. The main purpose of this language is to make the assessment design interoperable among systems in a simple and efficient way. An adequate implementation will also reduce the time required to configure assessment activities, simplifying and automating them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{deMarcos:2008:MCS, author = "Luis de Marcos and Roberto Barchino and Jos{\'e}-Antonio Guti{\'e}rrez and Juan-Manuel de Blas and Jos{\'e}-Ram{\'o}n Hilera and Salvador Oton", title = "A multidisciplinary computer science master program", journal = j-SIGCSE, volume = "40", number = "3", pages = "358--358", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384400", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper presents the University of Alcal{\'a} attempt to join computer science and information engineering with other fields (business, law, pedagogy, nursery and humanities) in a Master's Program. The main objective of this approach is to attract graduate students to computer science offering them an alternative way to join its own knowledge and competencies with those in computing skills which are closely related.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reyes:2008:GDJ, author = "Miguel Reyes and {\'A}gueda Mata", title = "Games developed in {Java} for teaching ``Combinatorial Game Theory''", journal = j-SIGCSE, volume = "40", number = "3", pages = "359--359", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384401", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this poster we develop some games in java, and we give the mathematical theory necessary to obtain an optimal strategy to play. This games are ``Scoring Cards'', ``Wythoff'', and ``Twins''; they frame within the course about ``Combinatorial Game Theory'', in which we applied a new method of learning, motivating to the student to make a work on the one hand cooperative, and by another competitive one. They will have to develop different strategies in games and they will try to win to each other.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Metrolho:2008:BPO, author = "Jos{\'e} Carlos Metrolho and M{\'o}nica Isabel Teixeira Costa", title = "Branches of professional organizations a way to enrich student's scientific and personal skills", journal = j-SIGCSE, volume = "40", number = "3", pages = "360--360", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384402", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper focus on our experience as student branch counselors regarding the strong benefit of student's branch activities to the student skills. These skills are not only from the scientific point of view but also from the reinforcement of the contacts network and personal development to face working teams and the labor market. The maintenance of a student branch, with the new reality after the Bologna treaty implementation, is not an easy task. This requires a strong activity also from the teacher's staff to keep alive this important component of the graduation cycle during graduation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moreno:2008:PAA, author = "Andr{\'e}s Moreno", title = "Program animation activities in {Moodle}", journal = j-SIGCSE, volume = "40", number = "3", pages = "361--361", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384403", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This poster introduces a Moodle module oriented to include program animation activities using Jeliot 3. By installing it, teachers can easily define animation activities that students are requested to complete within the moodle environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2008:DLT, author = "James H. Paterson and John Haddow and Ka Fai Cheng", title = "Drawing the line: teaching the semantics of binary class associations", journal = j-SIGCSE, volume = "40", number = "3", pages = "362--362", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384404", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This poster presents the use of a customizable code pattern tool to provide support for teaching of binary class associations in object-oriented design and programming based on recent research on the semantics of associations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2008:WOP, author = "Guido R{\"o}{\ss}ling and Sebastian Hartte", title = "{WebTasks}: online programming exercises made easy", journal = j-SIGCSE, volume = "40", number = "3", pages = "363--363", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384405", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Providing appropriate programming tasks for beginning students of CS is challenging --- and is further complicated by the need to provide meaningful feedback to solutions. We present the WebTasks system, a web-based platform for submitting, testing, and discussing student solutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Romero:2008:TDC, author = "Miguel Romero and Aurora Vizca{\'\i}no and Mario Piattini", title = "Toward a definition of the competences for global requirements elicitation", journal = j-SIGCSE, volume = "40", number = "3", pages = "364--364", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384406", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper we summarize a study to define the competencies that a GSD engineer should have in order to face the problems of working with people of different customs and using technology to communicate.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanders:2008:SPP, author = "Ian D. Sanders and Sasha Langford", title = "Students' perceptions of {Python} as a first programming language at {Wits}", journal = j-SIGCSE, volume = "40", number = "3", pages = "365--365", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384407", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The first year curriculum at the University of the Witwatersrand (Wits) is a breadth-first curriculum where students are introduced to a variety of topics in Computer Science (see Sanders and Mueller [5] for details). As part of the course the students are expected to come to terms with a number of basic algorithms and data structures which they are required to implement. When the curriculum was designed we chose Scheme as the implementation language. One reason for doing so was because the main entrance requirement for our course is a solid mathematics background as evidenced by good marks at school level. Our students thus have a good understanding of functions and we felt that Scheme?s functional style would make it accessible to all of our students. Another reason for choosing Scheme was because it is a language which would be new to all of our students. Scheme was well received by those students who had never programmed before and proved to be a good language for meeting our teaching objectives but there was resistance to the language from the students who could already program as they considered it a waste of time to learn a language which was not (as they believed) used in the real world [3]. In addition, the use of Scheme did not really reduce the performance gap between the students with and without prior programming experience [2]. Python has been found to be a good first language for both experienced and inexperienced users [4] and its simple syntax and support of different programming paradigms seemed to make it an attractive option for our first year course. We believed that using Python would still allow us to meet our educational objectives ? it would be easily accessible to those students who had never programmed before and would support our approach of formulating algorithms Python has been found to be a good first language for both experienced and inexperienced users [4] and its simple syntax and support of different programming paradigms seemed to make it an attractive option for our first year course. We believed that using Python would still allow us to meet our educational objectives ? it would be easily accessible to those students who had never programmed before and would support our approach of formulating algorithms In late 2007 we did a survey to assess the first year students? impressions of Python. The students were asked to indicate agreement, disagreement or neutrality to a number of questions about the use of Python. 55 students completed the survey ? 27 of these had no prior programming experience and 28 had programmed before. The Wilcoxon signed rank test was used to test the hypotheses that both groups believed that Python was a good first year language. The results show strong evidence that the students feel that Python is a suitable language. There are. however, still some students with prior programming experience who are resistant to new languages.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Escribano:2008:MPF, author = "Carmen Escribano and Antonio Giraldo and {\'A}gueda Mata and Mar{\'\i}a Asunci{\'o}n Sastre", title = "Multidisciplinary projects for first year engineering courses", journal = j-SIGCSE, volume = "40", number = "3", pages = "366--366", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384408", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this work we will expose some proposals directed to the development of horizontal skills in the first year courses of Mathematics for Computer Science, with the purpose of stimulating the curiosity and the interest of the students by means of collaborative work. Our experience is based on the planning of multidisciplinary activities following projects based learning (PBL) pedagogies, included in the joint educational planning of the mathematics courses in first year of Computer Science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schlueter:2008:CDC, author = "Kirsten Schlueter and Torsten Brinda", title = "Characteristics and dimensions of a competence model of theoretical computer science in secondary education", journal = j-SIGCSE, volume = "40", number = "3", pages = "367--367", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384409", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "Guiding theme of the ongoing reformation movement of the education system in Germany catalyzed by the OECD Programme for International Student Assessment is standardization. Educational standards are developed for all grades of school up to university level with a focus on the core subjects, reading, mathematics and scientific literacy [1]. Starting basis for the elaboration of standards are competence models, where competence is conceived according to Weinert [2] as ``a roughly specialized system of abilities, proficiencies, or individual dispositions to learn something successfully, to do something successfully, or to reach a specific goal.'' As for computer science education, most of the existing approaches to competence models are of pragmatical nature, based on years of teaching experience. Although plausible and well thought out most of these models neither are concerted nor verified. This research work introduces a methodology of constructing a competence model from exercise characteristics by means of empirical statistical analysis. Exemplified by theoretical computer science in secondary education, it is exposed how hypotheses on the dimensional structure of a competence model are theoretically founded and empirically verified. The proceeding roughly breaks down into five steps. First step is the identification and classification of the characterizing attributes of task difficulty. ``Characteristics'' may be the closeness to the student?s realm of experience, the level of abstraction or complexity of the content, the level of formalization or redundancy of the task setting, or the level of cognitive process. Second step is the generation of hypotheses on the dimensional structure of a competence model, based on classification of the characteristics. For this purpose, the attributes are bundled to theoretically homogeneous groups according to criteria like ``concerning the task setting, the curricular content or the learner activity''. It is postulated that each competence dimension is composed of one group of characteristics, just as spectral colors are combined from primary colors. Step three is the implementation of an empirical study to gather empirical data on students? abilities along the characteristics. Step four is a statistical data analysis in order to verify the dimensional structure. Factor analysis appears to be an appropriate statistical technique for analyzing the correlations between the characteristics and bundle them to a small number of underlying dimensions, called factors. Since a factor shows, e.g., large correlation with the characteristic level of formalization and medium correlation with the characteristic redundancy of the task setting, it may be interpreted as their common factor, describing the portion of task difficulty emerging from the task setting. As step five it is proposed to cluster the competence profiles, referring to the factors. Typical competence profiles resulting from cluster analysis may be expressed in terms of characteristics to provide an individual competence diagnosis that is both meaningful and comprehensible. The following two examples are profiles of minimum and maximum competence level, to be fulfilled by every student (a) and to be attained only by high performing students (b) respectively: (a) The learners model a course of action close to their realm of experience (e.g., traffic lights) by using automata. If textually specified, algorithms are recalled and properly applied. (b) The learners model a problem beyond their experience (e.g., syntax check of arithmetic expressions) by using automata. Even if formally specified, problems are analyzed and appropriate algorithms are created.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Repp:2008:MSG, author = "Stephan Repp and Christoph Meinel and Sevil Yakhyayeva", title = "Motivation of the students in game development projects", journal = j-SIGCSE, volume = "40", number = "3", pages = "368--368", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384410", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ji:2008:EDP, author = "Jeong-Hoon Ji and Gyun Woo and Hwan-Gue Cho", title = "An experience of detecting plagiarized source codes in competitive programming contests", journal = j-SIGCSE, volume = "40", number = "3", pages = "369--369", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384411", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denegri:2008:TTI, author = "Ezequiel Denegri and Guillermo Frontera and Antonio Gavilanes and Pedro J. Mart{\'\i}n", title = "A tool for teaching interactions between design patterns", journal = j-SIGCSE, volume = "40", number = "3", pages = "371--371", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384413", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "We describe the Patterns+UML tool that has been designed to help students of a first year object-oriented programming (OOP) course to apply design patterns to UML class diagrams, to analyze the code generated after their application, and especially to learn how different design patterns interact each other when they share some classes that play a different role in each pattern.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hoo:2008:SOM, author = "Jason T. Soo Hoo", title = "Self-organized maps in scientific data analysis", journal = j-SIGCSE, volume = "40", number = "3", pages = "372--372", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384414", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The Thermal Ion Dynamics Experiment (TIDE) investigates low energy (0 --- 500 eV) plasma in the Earth's magnetosphere, especially in the polar regions. It is part of NASA's larger POLAR mission. Shortly after the POLAR spacecraft was in orbit, TIDE's mass spectrometer functionality failed. However, data from other instruments can be used to create energy vs. time spectrograms. The number of peaks in these spectrograms relates to the composition of the plasma, so determining the number of peaks in the spectrogram effectively regains the mass spectrometer functionality. Kohonen self-organized maps (SOMs,) a type of neural network, are particularly suited to this problem due to the amount of data that needs to be analyzed and the algorithm's ability to find patterns within data. The algorithm leads to clustering of similar data points on the map. Ultimately, the location of the input data point on the map allows for determination of how many peaks the data point contains, and thus the composition of the plasma at that time. The SOM correctly classified 99\% of the input data, making it a viable solution to the problem. Further research is planned, namely the possibility of extending this concept to investigate energetic neural atom (ENA) images in order to determine the source of these atoms.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{deMarcos:2008:EAC, author = "Luis de Marcos and Roberto Barchino and Jos{\'e}-Javier Martinez", title = "Evolutionary approaches for curriculum sequencing", journal = j-SIGCSE, volume = "40", number = "3", pages = "373--373", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384415", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "The process of creating e-learning courseware using reusable learning objects (LOs) can be broken down in two sub-processes: LOs finding and LO sequencing. Sequencing is usually performed by instructors, who create courses targeting generic profiles rather than personalized materials. This paper proposes an evolutionary approach to automate this latter problem while, simultaneously, encourages reusability and interoperability by promoting standards employment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saravanos:2008:PBC, author = "Antonios Saravanos", title = "Potential benefits of corrected-errors in {AVBL}", journal = j-SIGCSE, volume = "40", number = "3", pages = "374--374", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384416", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "This paper proposes the examination of the potential role that corrected-errors can play in asynchronous online video-based learning of troubleshooting education within the context of computer programming language pedagogy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Shaban-Nejad:2008:WBD, author = "Arash Shaban-Nejad and Volker Haarslev", title = "{Web}-based dynamic learning through lexical chaining: a step forward towards knowledge-driven education", journal = j-SIGCSE, volume = "40", number = "3", pages = "375--375", month = sep, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1597849.1384417", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:14 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '08.", abstract = "In this paper we report on our experience using a linguistic technique, called lexical chaining, in assisting the dynamic hierarchical learning of sequentially accessible information for both human and software agents.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Aho:2008:TCC, author = "Alfred V. Aho", title = "Teaching the compilers course", journal = j-SIGCSE, volume = "40", number = "4", pages = "6--8", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473196", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2008:TPR, author = "Don Gotterbarn", title = "Thinking professionally: a real problem with video games; not murder, not torture\ldots{}", journal = j-SIGCSE, volume = "40", number = "4", pages = "9--10", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473198", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many of us are from a generation when video games were wholesome and character building and the games did not reward, murder, torture, or theft. Those early games like Pong morphed into Wii's Family Table Tennis and Major League Eating which can be played even while seated in a retirement home. The widespread use of video-games in education, training, entertainment and the use of video game technology in the design and control of medical, commercial, and military systems has a significant impact on the present and the future directions of society. As in other rapid advances in technology, the speed of the development and immersion of this technology in our lives has left numerous significant questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2008:THR, author = "C. Dianne Martin", title = "Taking the high road: Blogging for votes: the ethics of {Internet} campaigning", journal = j-SIGCSE, volume = "40", number = "4", pages = "10--11", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473199", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over the past several years journalists have documented the fact that a number of high profile campaigns have been significantly influenced by the ``blogosphere.'' Many political analysts believe that blogging and online videos are changing the political process in profound, yet not necessarily positive, ways. Politicians are using YouTube, MySpace and Facebook Web sites for everything from recruiting volunteers and spreading their campaign message, to raising millions of dollars of campaign funds, to embarrassing and attempting to discredit their opponents. Not only have political candidates created their own campaign websites, they are now creating profile pages on MySpace and creating video messages for YouTube. In fact, tech-savvy candidates hire young staffers to attempt to coordinate and amplify the activities of bloggers, both verbal and video. In a brave new Internet world, political candidates at all levels of the democratic system are discovering both the benefits and pitfalls of online campaigning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2008:RHC, author = "Deepak Kumar", title = "Reflections: historical cheesecakes \ldots{}", journal = j-SIGCSE, volume = "40", number = "4", pages = "11--13", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473200", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Enter 3747 Ridge Avenue in Philadelphia, Pennsylvania in your GPS systems next time you visit the Philadelphia area for you would be directed to a produce market of historic significance. The building that used to house Eckert \& Mauchly Computer Company in the late 1940's has been revived as a produce market to help revitalize a blighted neighborhood on the banks of the Schyulkill River. But don't just poke your head out of your car window to take a picture of the historical marker and drive away. Pull inside, and take a look at the murals decorating the walls. Order a cheesesteak from one of the food counters and spend some time discussing the inner workings of the UNIVAC 1 and its role in the first ever computerized prediction of election result.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2008:TIA, author = "Tony Clear", title = "Thinking issues: assessment in computing education: measuring performance or conformance?", journal = j-SIGCSE, volume = "40", number = "4", pages = "13--15", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473201", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Critiquing the negative consequences of journal impact factor measurement on software engineering researchers, Offut has noted the amount of time many of us spend measuring and observed that ``measurement is very difficult'' [1]. Then proceeding to critique our measurements in the teaching context he asserted, ``We assign students grades in classes (a process once described as 'an inadequate report of an inaccurate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material')'' [1]. This paints a rather dismal picture of the grading process? Yet as computing educators can we really refute this argument?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Topi:2008:ERP, author = "Heikki Topi", title = "{IS} education: the role of programming in undergraduate {IS} programs", journal = j-SIGCSE, volume = "40", number = "4", pages = "15--16", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473202", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the most fundamental and most highly debated questions in Information Systems education is the role of programming in undergraduate IS programs. On one hand, there are strong arguments and precedents supporting not only the inclusion of programming in these programs but also a significant role for it. For example, both the most recent model curriculum (IS 2002) and many existing undergraduate IS programs include a significant programming component. IS 2002 incorporates a programming course with a highly complex name reflecting the ambiguity about the focus of the course (``Programming, Data, File, and Object Structures,'') but it also includes two additional courses that have significant programming components (``Physical Design and Implementation with DBMS'' and ``Physical Design and Implementation in Emerging Environments''). The ``Analysis and Logical Design'' course is directly connected to application development/programming. A closer evaluation of the course descriptions reveals a very ambitious agenda; the topics include items such as ``programming in traditional and visual environments that incorporate event-driven, object-oriented design,'' ``algorithm development,'' ``program correctness, verification, and validation,'' ``structured and object design approaches,'' and ``structured, event driven, and object oriented application design.'' This choice of wording, which is practically unchanged from IS'97, signifies a strong commitment to developing the students' programming and software development capabilities. In addition, the general criteria for accrediting undergraduate computing programs (including those in information systems) clearly include programming activities (3 (c)) ``The program enables students to achieve, by the time of graduation, \ldots{} an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2008:CRW, author = "Raymond Lister", title = "{CS} research: We are what we cite --- so where are we?", journal = j-SIGCSE, volume = "40", number = "4", pages = "16--18", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473203", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "If our human bodies are a reflection of what we eat, then the collective body of an academic community is a reflection of what its members cite. To better understand the Computing Education Research Community, I recently counted the conferences, journals and books cited in the 43 papers comprising the first three International Computing Education Research Workshops (i.e., ICERs 2007-2007). These 43 ICER papers contained 1130 citations, which is a remarkable average of 26 citations per publication. Almost one third (32\%) of the citations were to conferences, while 38\% of citations were to journals, and 21\% to books and book chapters.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2008:CIS, author = "Henry M. Walker", title = "Classroom issues: staying connected with the big picture", journal = j-SIGCSE, volume = "40", number = "4", pages = "18--20", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473204", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "One of the true joys of being a computer scientist is the opportunity to work at multiple levels of abstraction when solving a problem. For example, in writing a software application, we consider high-level requirements, a design that includes encapsulation of data elements and options, individual coding pieces (files, classes, or objects), etc. This column observes that teaching computer science entails the same attention to multiple levels of activity.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2008:CCC, author = "Elizabeth K. Hawthorne", title = "Community college corner: crafting a compendium for associated-degree computing curricula", journal = j-SIGCSE, volume = "40", number = "4", pages = "20--21", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473205", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Over the past two decades, the ACM Two-Year College Education Committee (TYCEC) has published associate-degree curricular guidelines that correspond to the five major disciplines clearly identifiable within the realm of computing: Computer Science, Computer Engineering, Software Engineering, Information Systems, and Information Technology. All of these reports have been approved by the ACM Education Board and are freely available from www.acmtyc.org/curricula.cfm. As an overview, the committee characterizes these five computing disciplines and corresponding curricula as follow.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2008:DEO, author = "Judith Gal-Ezer", title = "Distance education: opening books", journal = j-SIGCSE, volume = "40", number = "4", pages = "21--21", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473206", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Opening Books for Academic Learning is a relative new trend, taking advantage of the potential of the Internet and computers. In this issue I am honored to host a dear colleague, Dr. Yoav Yair, Head of the Center for Technology in Distance Education, at The Open University of Israel, who will describe a new initiative the university is engaged in, which might encourage other international academic institutions who haven't done so, to follow.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yair:2008:SFO, author = "Yoav Yair", title = "A step further: opening books and educational resources", journal = j-SIGCSE, volume = "40", number = "4", pages = "22--23", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473207", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The ground-breaking launch of MIT's Open Course-Ware initiative (http://ocw.mit.edu) in 2002 marked a major shift in the paradigm of restricted access to academic materials. MIT decided to open its $\approx$1800 courses to the general public, allowing free usage of course materials, syllabi, exercises, presentations and lecture notes for anyone who wishes to. Faculty members were encouraged to publish their study materials, and with a clever design and a sophisticated portal, achieved rapid publication and dissemination of course materials on-line. This new ``Open Course-Ware'' term sent a huge shock wave throughout the higher-education establishment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2008:IVW, author = "A. Joe Turner", title = "{IFIP} vibes: {WCCE 2009 in Brazil}", journal = j-SIGCSE, volume = "40", number = "4", pages = "23--23", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473208", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "There is still time to submit a paper to the IFIP World Conference on Computers in Education! The conference, which is held every five years or so, will be in Bento Gon{\c{c}}alves, RS, Brazil, on 27-31 July 2009. The deadline for paper submission is 31 December 2008.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2008:PII, author = "Lisa Kaczmarczyk", title = "Percolations: interdisciplinary innovation may invoke carnivorous colleagues", journal = j-SIGCSE, volume = "40", number = "4", pages = "23--24", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473209", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Passions run deep in the most unexpected places. A Praying Mantis bites its partner's head off after sex, and the Portia spider lulls a fellow spider into complacency, then lunges at it and eats it. Whether appalled or fascinated, we understand intellectually that these bizarre behaviors must contribute to species survival. On the other hand, the intended victims sometimes learn to deflect their aggressor and yet have as much ``fun'' as they want. That too contributes to species survival because the resilient spider or mantis achieves far more satisfaction and future productivity than either their aggressor or the deceased. Believe it or not, after attending ITiCSE, I see the connection between these behaviors and innovative computing education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2008:UPE, author = "Jeffrey Popyack", title = "{Upsilon Pi Epsilon}: {UPE} happenings", journal = j-SIGCSE, volume = "40", number = "4", pages = "25--26", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473210", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Greetings! This year has been very active and exciting for Upsilon Pi Epsilon. Between hosting the UPE National Convention at SIGCSE 2008 to our continuing sponsorship of the ACM International Computer Programming Contest and supporting another outstanding group of scholarship winners, things have been quite busy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2008:MCS, author = "Peter B. Henderson", title = "Math counts: software correctness and a {SIGCSE} 2008 {BoF}", journal = j-SIGCSE, volume = "40", number = "4", pages = "27--28", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473211", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Interesting how the term ``software correctness'' keeps popping up in this column. What is correct software, and can it be achieved --- if so how? The Math CountS columns strive to provide some insights into answering the latter question. One example I used in my entry level classes was developing the software for a heart pacemaker. Pushing the popular develop and test analogy to its limit, the pacemaker developer would test the system on a patient. If problems arose, e.g., death, then debug and test again. Finding agreeable test candidates would be a key to this approach ** SMILE *.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2008:CCK, author = "David Ginat", title = "Colorful challenges: Kangaroo hops", journal = j-SIGCSE, volume = "40", number = "4", pages = "28--29", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473212", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The current issue's new challenge involves the development of two sequence processing algorithms. The na{\"\i}ve challenge solutions require repeated ``passes'' over the sequence. The problem-solver's challenge is to reduce the number of passes as much as possible, perhaps even into only one pass. Following the presentation of the new challenge, we present the solution of the previous column's Separating Between Foes challenge. The elegant solution of this challenge embeds an approach that is useful and employed in various algorithmic tasks.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ainsworth:2008:MMCb, author = "A. Barbara Ainsworth and Judithe Sheard and Chris Avram", title = "The {Monash Museum of Computing History}: part 2", journal = j-SIGCSE, volume = "40", number = "4", pages = "31--34", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473214", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Introduction to the Monash Museum of Computing History, Monash University, Victoria, Australia. Part I of this series described the development of the Museum. This article gives a description of the current holdings of the Museum and the permanent display.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Minsker:2008:ABR, author = "Steven Minsker", title = "Another brief recursion excursion to {Hanoi}", journal = j-SIGCSE, volume = "40", number = "4", pages = "35--37", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473215", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We propose another simple Towers of Hanoi variant, a hybrid between classical Hanoi and linear Hanoi, in which the rules governing movement depend on ring color. An optimal algorithm is presented. The problem and its heavily recursive solution are not difficult; perhaps one of its more interesting facets is that the optimality proof uses simultaneous induction on four statements. This paper can be viewed as similar in purpose and spirit to the author's previous work [1]; the goal here is again to present a fun example of potential usefulness in teaching discrete mathematics and data structures courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yang:2008:AOL, author = "Feng-Jen Yang", title = "Another outlook on linear recursion", journal = j-SIGCSE, volume = "40", number = "4", pages = "38--41", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473216", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Recursion is a well known hurdle for computer science beginners. This powerful problem solving technique challenges both instructors and students on how to convey and learn this skill correctively and efficiently. In this paper, I presented an analogy-based approach to expound the theoretical detail of linear recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2008:SMA, author = "Timothy J. Rolfe", title = "A specimen {MPI} application: {$N$}-Queens in parallel", journal = j-SIGCSE, volume = "40", number = "4", pages = "42--45", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473217", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The generalized problem of placing n queens on an n -by- n board provides an ``embarrassingly parallel'' problem for parallel solution. This paper expands on the discussion presented in the May 2005 issue of Dr. Dobb's Journal [1], specifically taking the parallel execution through Java threads and bringing it into an application in C taking advantage of MPI.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Jovanovic-Dolecek:2008:UMT, author = "Gordana Jovanovic-Dolecek and Alfonso Fernandez-Vazquez", title = "Use of {MATLAB} in teaching the fundamentals of random variables", journal = j-SIGCSE, volume = "40", number = "4", pages = "46--51", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473218", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The way engineering is being taught has changed in recent years with the introduction of commercial and educational software thus allowing a better understanding of the subject matter and increased teaching efficiency. This paper presents the educational software package designed to work in PCs and provides an attractive way to introduce the fundamentals of random variables. The software can be used as a complement to theoretical classes or alone as a self-study tool. The package was implemented in MATLAB and uses MATLABTM tool ``makeshow'' which allows the students to create interactive slideshows without building their own graphic interface. The software is easy to use and is in accordance with the established standards, mouse operations, icon menus, etc. The demos include Probability Density Function (PDF), and Cumulative Distribution Function (CDF), normal, lognormal, exponential, Rayleigh and Rician random variables. The package also demonstrates how to generate the desired random sequence, how to examine its characteristics and how to estimate its PDF and CDF.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wirth:2008:IRP, author = "Michael Wirth", title = "Introducing recursion by parking cars", journal = j-SIGCSE, volume = "40", number = "4", pages = "52--55", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473219", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many approaches to teaching recursion in textbooks focus on classical examples such as Fibonacci, factorial, or the Towers of Hanoi. As established as these algorithms are, they don't really illustrate the potential of recursion. This paper explores the use of a novel recursive algorithm which requires innovative thinking, and the use of random numbers. The algorithm looks at the use of recursion to randomly park cars on a street.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zingaro:2008:AAR, author = "Daniel Zingaro", title = "Another approach for resisting student resistance to formal methods", journal = j-SIGCSE, volume = "40", number = "4", pages = "56--57", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473220", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students are generally not motivated to take formal methods courses or continue studying the subject. This note introduces an approach based on a new textbook designed to be used in the first year of a computer science curriculum. The essential features are the use of relevant programming tools, early coupling of specification and implementation, informal but ``generative'' reasoning, and material from several problem areas. The hope is that we can lay a strong foundation for future formal methods courses to build on, while remaining accessible to the wide variety of students taking such an introductory course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tomic:2008:FTS, author = "Bojan Tomi{\'c} and Sinisa Vlaji{\'c}", title = "Functional testing for students: a practical approach", journal = j-SIGCSE, volume = "40", number = "4", pages = "58--62", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473221", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Testing is an integral part of software engineering. When teaching this discipline, educators choose testing approaches to be implemented in their classes. But many of these approaches, no matter how well devised or comprehensive, fall short of being simple and straightforward to use. Furthermore, students still face issues like: where to start, what should tests consist of, how much testing is enough etc. This paper describes a practical approach for functional testing specifically designed for students. It is meant to be intuitive, simple and thorough, so good testing results can be achieved.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liu:2008:UOS, author = "Peter L. Liu", title = "Using open-source robocode as a {Java} programming assignment", journal = j-SIGCSE, volume = "40", number = "4", pages = "63--67", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473222", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper is a teacher-researcher's reflection upon the use of open-source Robocode as a Java programming assignment. Following the educational perspectives of Parker Palmer and Elliot Eisner, it is a qualitative inquiry into the learning experiences of the students as well as the inner journey of a teacher. The design of the assignment may be validated by the ITiCSE 2007 Working Group's matrix taxonomy.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goulding:2008:CGD, author = "Tom Goulding", title = "Complex game development throughout the college curriculum", journal = j-SIGCSE, volume = "40", number = "4", pages = "68--71", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473223", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This case study discusses the incorporation of game development throughout the Daniel Webster College computer science curriculum. During the freshman year all computer science majors develop complex games in C\#.net while participating in an instructional game motif method we call the GM method. This freshman educational method combines agile software engineering techniques with an inquiry based, neo-Socratic classroom. The GM method provides freshmen with the core skills necessary to develop complex games throughout their college career. This freshman program of study is followed by more traditional project courses which begin with an encryption system project in the sophomore year. XNA 2-D and XNA 3-D game development soon follow and a C++ game engine development capstone project is undertaken in the senior year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lapidot:2008:FCS, author = "Tami Lapidot and Dan Aharoni", title = "On the frontier of computer science: {Israeli} summer seminars", journal = j-SIGCSE, volume = "40", number = "4", pages = "72--74", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473224", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, we describe a six years experience of summer seminars for high-school computer-science (CS) leading teachers in Israel. The seminars, called ``On the frontier of computer science'', featured encounters between CS researchers and teachers, as well as pedagogy discussions and workshops. The result of these innovative seminars is that they helped strengthen the local leading teachers' community above and beyond expectations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Seeling:2008:L, author = "Patrick Seeling", title = "Labs@Home", journal = j-SIGCSE, volume = "40", number = "4", pages = "75--77", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473225", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this publication, we introduce the Labs@Home framework, which enables students to conduct laboratory elements of courses on their personal computing equipment. A major benefit of this approach is that students are able to progress through assignments at a time and pace of their choice, before submitting the results to the instructor for review. The introduced framework is based on capturing differences between versions of the virtual machines and exchanging these between instructor and students. We are currently implementing several parts of the framework and expect to evaluate its implementation in the near future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yang:2008:AGW, author = "Kuo-pao Yang and Theresa Beaubouef", title = "Automatic generation of {Web} survey for assessment purposes in computer science", journal = j-SIGCSE, volume = "40", number = "4", pages = "78--82", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473226", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses the development and implementation of an engine that automatically creates web survey tool pages from course documents. Issues related to assessment practices in computer science are addressed and the benefits of this new assessment mechanism are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yadin:2008:FIL, author = "Aharon Yadin and Rachel Or-Bach", title = "Fostering individual learning: when and how", journal = j-SIGCSE, volume = "40", number = "4", pages = "83--86", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473227", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper we describe an instructional tactic that promotes individual learning. The tactic was developed to cope with the relatively high IS students' failing rate and to support the development of effective learning habits (to be used in collaboration contexts as well). The learning process is based on a unique individual assignments design for a Computer Organization and Programming course. The accompanying study revealed encouraging quantitative and qualitative results. Overall student's failing rate decreased by 59\% and an increase in students' motivation and learning accountability was observed. We conclude with a discussion regarding the results and their implications.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beaubouef:2008:RQR, author = "Theresa Beaubouef and Ghassan Alkadi", title = "Rough querying: a real-world information systems project", journal = j-SIGCSE, volume = "40", number = "4", pages = "87--91", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473228", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses the development and implementation of a rough relational database system by students in a junior level information systems course. Team work skills as well as software engineering life cycle models are emphasized throughout the course. Students learn vital software engineering skills while developing a real world system that incorporates rough set uncertainty management in the querying of data.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rui:2008:ITT, author = "Deng Rui and John T. Thompson and Yang Hong and Zhou Xing-sheng and Liu Ke-jing and Neil Alexander Macintyre", title = "Imagery training in the teaching of the data structure curriculum", journal = j-SIGCSE, volume = "40", number = "4", pages = "92--94", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473229", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Data Structure Curriculum (DSC) has abstract and dynamic features and it is difficult for learners to gain a full comprehension. According to its abstract features, related algorithms cases should be visualized in order to help learners more easily learn. And according to its dynamic feature, Imagery Training can be introduced into the method of instruction. Resorting to the two modes and the developed demo system of algorithm in DSC, learners can be instructed to comprehend and memorize abstract knowledge better in imaginative ways.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Narasimhan:2008:DIS, author = "V. Lakshmi Narasimhan and Manik Lal Das", title = "Data and information security {(DIS)} for {BS} and {MS} programs: a proposal", journal = j-SIGCSE, volume = "40", number = "4", pages = "95--99", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473230", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Data and Information Security (DIS) provides confidence to senior management that the operational systems are secure, and offers challenges to hackers to break the security of operational systems. The more the threats and attacks, the more security patches or plug-in solutions are required to make existing systems secure. It is observed that industry and Government sectors manage their security related issues by spending huge cost for hiring security professionals, conducting training program to train own employees or consulting a security firm for security solution. It is also time that academic institutions seed security expertise, at both undergraduate and graduate levels, in order to fulfill the increasing in demand. This paper proposes structures of DIS programs for bachelor and master degrees.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lorenzen:2008:HCO, author = "Torben Lorenzen and Abdul Sattar", title = "How to create an online {Internet} course", journal = j-SIGCSE, volume = "40", number = "4", pages = "100--102", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473231", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The authors have developed two hybrid internet courses with one weekly meeting per week instead of the traditional two or three meetings. One course teaches how to use Microsoft Office and is a service course. The other teaches Computer Graphics to computer science majors. The internet materials are structured to use each of the three student learning styles: visual, auditory, and kinesthetic. The steps the authors used to create the internet materials with Adobe Captivate\copyright{} are presented and parts of a sample lecture are available for download.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edmondson:2008:TTS, author = "Carol Edmondson", title = "Teaching tales: some student perceptions of computing education", journal = j-SIGCSE, volume = "40", number = "4", pages = "103--106", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473232", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Student perceptions of the educational experiences that are provided to them at tertiary institutions do not necessarily match the perceptions of the academics who provide these educational experiences. Mismatches between student perceptions and academic perceptions can adversely affect student learning as well as lead to mutually frustrating encounters between students and academics. This paper presents a selection of nine true teaching tales. Each of the tales recounts an experience which allowed the author to perceive a situation from the student point of view. The paper then discusses the importance of student perceptions in computing courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Carmichael:2008:GCS, author = "Gail Carmichael", title = "Girls, computer science, and games", journal = j-SIGCSE, volume = "40", number = "4", pages = "107--110", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473233", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "An innovative week long mini-course for girls has successfully used video game development as the main motivation by teaching related computer science topics at the same time. Students split their time between creating their own game in the lab and learning about game design, usability, graphics, and artificial intelligence. They became more comfortable with the subject and say they are more likely to pursue computer science in high school because of this course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Owens:2008:NDI, author = "Barbara Boucher Owens", title = "New directions for inroads", journal = j-SIGCSE, volume = "40", number = "4", pages = "112--112", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473235", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The SIGCSE Board is contemplating several changes with regard to its publication inroads --- the SIGCSE Bulletin. The SIGCSE Board would like your opinion on three interconnected proposals. We appreciate your input and value your point of view.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2008:RSS, author = "John Impagliazzo", title = "Response summary from the {SIGCSE} community", journal = j-SIGCSE, volume = "40", number = "4", pages = "113--113", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473236", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Since the issuance of the message above, the response from the SIGCSE community has been overwhelmingly positive. SIGCSE members seem delighted with the prospect that authors submitting articles to inroads will hopefully receive a new level of acceptance from the academic community. That is, their work would not be relegated to ``newsletter'' status, but to a new and more acceptable level of quality in a magazine.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almstrum:2008:CEO, author = "Vicki L. Almstrum and E. Anne G. Applin and Barbara Boucher Owens and Elizabeth Adams and Lecia J. Barker and John Impagliazzo and Patricia A. Joseph and Amardeep Kahlon and Mary Z. Last and Andrea Lawrence and Alison Young", title = "Computing educators oral history project: seeking the trends", journal = j-SIGCSE, volume = "40", number = "4", pages = "122--141", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473238", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This report expands upon the work started by an ITiCSE 2005 Working Group, which established the groundwork for collecting and analyzing the oral histories of computing educators and provided a foundation for the Computing Educators Oral History Project (CEOHP). The main charge for the Working Group during ITiCSE 2008 was to begin analyzing the interviews already included in CEOHP. As part of the process of exploring analysis approaches, we revisited the status of CEOHP and what had been learned since 2005. We report on analytical procedures for using the interviews as research data and as the basis for informational, motivational resources. We describe techniques and software tools we investigated for qualitative (thematic) analysis of this rich set of personal histories. The analysis allowed themes to emerge naturally from the interviews and suggested specific areas for further investigation. The report describes plans, including procedural updates, archival options, web portal needs, legal and ethical issues, target groups, and publication targets. We conclude with a discussion of future challenges for CEOHP.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2008:ELM, author = "Guido R{\"o}{\ss}ling and Mike Joy and Andr{\'e}s Moreno and Atanas Radenski and Lauri Malmi and Andreas Kerren and Thomas Naps and Rockford J. Ross and Michael Clancy and Ari Korhonen and Rainer Oechsle and J. {\'A}ngel Vel{\'a}zquez Iturbide", title = "Enhancing learning management systems to better support computer science education", journal = j-SIGCSE, volume = "40", number = "4", pages = "142--166", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473239", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Many individual instructors --- and, in some cases, entire universities --- are gravitating towards the use of comprehensive learning management systems (LMSs), such as Blackboard and Moodle, for managing courses and enhancing student learning. As useful as LMSs are, they are short on features that meet certain needs specific to computer science education. On the other hand, computer science educators have developed--and continue to develop-computer-based software tools that aid in management, teaching, and/or learning in computer science courses. In this report we provide an overview of current CS specific on-line learning resources and guidance on how one might best go about extending an LMS to include such tools and resources. We refer to an LMS that is extended specifically for computer science education as a Computing Augmented Learning Management System, or CALMS. We also discuss sound pedagogical practices and some practical and technical principles for building a CALMS. However, we do not go into details of creating a plug-in for some specific LMS. Further, the report does not favor one LMS over another as the foundation for a CALMS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edwards:2008:DCF, author = "Stephen H. Edwards and J{\"u}rgen B{\"o}rstler and Lillian N. Cassel and Mark S. Hall and Joseph Hollingsworth", title = "Developing a common format for sharing programming assignments", journal = j-SIGCSE, volume = "40", number = "4", pages = "167--182", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473240", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science educators spend a lot of effort designing programming assignments, and many are willing to share the results of this investment. However, sharing of programming assignments occurs primarily in an ad hoc manner through informal channels. There are no widely used mechanisms that support instructors in finding and sharing such resources. Often, the additional work required to prepare and self-publish assignment resources in a way that others can then adapt or reuse is a significant inhibitor. Also, other instructors may have to spend an inordinate amount of time and effort to reshape a potential assignment into something that can be used in their own courses. This working group report proposes a common format for packaging assignments for sharing. This format is easy for instructors to create (requiring no specialized tools), is extensible and flexible enough to handle assignments written for any programming language at any level of proficiency, supports appropriate metadata, and is easily manipulated by software tools. As more and more instructors use automated grading tools to process student submissions, it is our hope that such an interchange format can lead to a community practice of sharing resources in a way that overcomes existing barriers to such reuse.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mann:2008:CES, author = "Samuel Mann and Lesley Smith and Logan Muller", title = "Computing education for sustainability", journal = j-SIGCSE, volume = "40", number = "4", pages = "183--193", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473241", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents policy on Computing Education for Sustainability for adoption by SIGCSE. The paper describes results from a survey of Computing Educators who attended ITiCSE 2008 where such a policy statement was mooted. This survey also provides a comparison of understandings of sustainability held by those computing educators against recognized benchmarks. From these findings and understandings an action plan to integrate Education for Sustainability into computing education is proposed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hamer:2008:CSP, author = "John Hamer and Quintin Cutts and Jana Jackova and Andrew Luxton-Reilly and Robert McCartney and Helen Purchase and Charles Riedesel and Mara Saeli and Kate Sanders and Judithe Sheard", title = "Contributing student pedagogy", journal = j-SIGCSE, volume = "40", number = "4", pages = "194--212", month = dec, year = "2008", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1473195.1473242", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:17 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "A Contributing Student Pedagogy (CSP) is a pedagogy that encourages students to contribute to the learning of others and to value the contributions of others. CSP in formal education is anticipatory of learning processes found in industry and research, in which the roles and responsibilities of 'teacher' and 'student' are fluid. Preparing students for this shift is one motivation for use of CSP. Further, CSP approaches are linked to constructivist and community theories of learning, and provide opportunities to engage students more deeply in subject material. In this paper we advance the concept of CSP and relate it to the particular needs of computer science. We present a number of characteristics of this approach, and use case studies from the available literature to illustrate these characteristics in practice. We discuss enabling technologies, provide guidance to instructors who would like to incorporate this approach in their teaching, and suggest some future directions for the study and evaluation of this technique. We conclude with an extensive bibliography of related research and case studies which exhibit elements of CSP.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fitzgerald:2009:ARN, author = "Sue Fitzgerald", title = "All {I} really need to know {I} learned in {CS1}", journal = j-SIGCSE, volume = "41", number = "1", pages = "1--1", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508867", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Over the last 45 years as a student and faculty member in Computer Science, I have been involved in learning, teaching, and writing for the CS1 course. I have authored or co-authored textbooks for CS1 in nine different programming languages from Fortran to Java. Each new language was used because of a particular set of features it provided to solve the critical problem in programming or software development of the day. This talk will take a look back at these languages and the extent to which they succeeded. I will also take a look ahead to see what direction CS1 might be taking in the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolz:2009:SSC, author = "Ursula Wolz and Henry H. Leitner and David J. Malan and John Maloney", title = "Starting with scratch in {CS} 1", journal = j-SIGCSE, volume = "41", number = "1", pages = "2--3", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508869", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Falkner:2009:DAP, author = "Katrina Falkner and Edward Palmer", title = "Developing authentic problem solving skills in introductory computing classes", journal = j-SIGCSE, volume = "41", number = "1", pages = "4--8", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508871", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The ability to solve problems is the key to developing software, and it is an ability that can be difficult to learn. Introductory Computer Science students are often taught syntax and semantics, along with simple problems designed to develop logical, structured thinking, but authentic problem-solving skills are rarely developed at these early stages. In this paper we describe an approach to introductory computer science education that addresses student engagement through integrating cooperative learning techniques and authentic problem solving processes throughout each aspect of the curriculum. Over a period of 4 years, the introductory computer science course at the University of Adelaide has been modified to support a cooperative learning style. A three-stage methodology has been implemented in place of traditional lectures to achieve this. The process focuses on observing the application of programming techniques, observing problem solving techniques and then applying cooperative problem solving exercises in the classroom. The results from this change in teaching methodology have been an increase in attendance rates at lectures and practical sessions as well as improved learning outcomes as measured by exam results. Student experience surveys show students have greater motivation for learning and believe they have a better understanding of concepts since the changes have occurred.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Biggers:2009:UCM, author = "Maureen Biggers and Tuba Yilmaz and Monica Sweat", title = "Using collaborative, modified peer-led team learning to improve student success and retention in intro {CS}", journal = j-SIGCSE, volume = "41", number = "1", pages = "9--13", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508872", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "It is common knowledge that enrollments in computer science have plummeted and educators are challenged to find ways to engage and promote success and retention of students while maintaining standards in introductory computer science courses. This study focuses on the implementation of a collaborative, modified peer-led team learning (PLTL) instructional approach in a large sized introductory computer science course. The site is a major southeastern university in the United States where all students are required to take one of three introductory computer science classes. The course version selected for this study specifically targets computer science majors and the study spans three years of data, and involves 591 students. Students who experienced the student-centered instruction and worked in small groups facilitated by a peer leader (treatment) in years 2006-07 and 2007-08 were compared with students who experienced a traditional recitation lecture section (control) in 2005-06. The content and the course owner was the same for all three years. Quantitative data analysis show marked and statistically significant improvements in student performance, for both male and female students. These findings suggest that using undergraduate leaders to implement a peer-led team learning model can be as effective in promoting achievement and retention in computer science education as it has shown to be in math and science classes over the past several years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boyer:2009:III, author = "Kristy Elizabeth Boyer and Robert Phillips and Michael D. Wallis and Mladen A. Vouk and James C. Lester", title = "The impact of instructor initiative on student learning: a tutoring study", journal = j-SIGCSE, volume = "41", number = "1", pages = "14--18", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508873", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In the quest to find instructional approaches that benefit student learning, engagement, and retention, evidence suggests providing students with hands-on practice is a worthwhile use of class time. This paper presents results from an exploratory study of two different instructional approaches that were encountered in a study of experienced human tutors working with novice computing students engaged in a programming exercise. No difference in average learning gains was found between a moderate approach, in which students were given control of problem solving nearly half the time, and a proactive approach in which the tutor took initiative nearly three-fourths of the time. Implications of this finding for fine-grained instructional strategy, as well as for broader classroom management decisions, are discussed. This paper also makes the case for the value of one-on-one tutoring studies as an exploratory research methodology for the comparative evaluation of computer science teaching strategies.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanks:2009:CSS, author = "Brian Hanks and Laurie Murphy and Beth Simon and Ren{\'e}e McCauley and Carol Zander", title = "{CS1} students speak: advice for students by students", journal = j-SIGCSE, volume = "41", number = "1", pages = "19--23", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508875", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We collected advice on how to succeed at learning to program from 164 CS1 students at 3 institutions during a ``saying is believing'' intervention designed to encourage a growth mindset. More students gave general advice (63\%) than programming-specific (23\%) or attitudinal advice (34\%), despite being prompted to encourage future students to develop a growth mindset toward programming. Advice categories and quotes offer educators insights into student beliefs and practices and suggest a framework for considering how best to advise students. We discuss the implications of students offering advice to other students and provide a handout of representative advice intended for distribution to students in introductory programming courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hanks:2009:SUP, author = "Brian Hanks and Matt Brandt", title = "Successful and unsuccessful problem solving approaches of novice programmers", journal = j-SIGCSE, volume = "41", number = "1", pages = "24--28", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508876", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Learning to program continues to be challenging for many students. This paper reports on problem-solving approaches undertaken by pair programming students. We examine reasons why some approaches lead to success while others lead to failure. We also identify some aspects of the Java language that appear to lead to student misconceptions. Finally, we provide suggestions for educators interested in helping students learn successful approaches and avoid unsuccessful ones.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Courte:2009:DSD, author = "Jill Courte and Cathy Bishop-Clark", title = "Do students differentiate between computing disciplines?", journal = j-SIGCSE, volume = "41", number = "1", pages = "29--33", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508877", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We are in a time where computing programs are seeking to differentiate themselves. The ACM suggests that there are five distinct computing disciplines --- Computer Science (CS), Information Technology (IT), Information Systems (IS), Computer Engineering (CE), and Software Engineering (SE). In practice, it seems that there can be extensive overlap between these disciplines. For example, IS is defined by the ACM as computing in an organization context, typically in business while IT is defined as focusing on computing infrastructure and needs of individual users. If each of the different types of programs wishes to identify and attract interested students, it is important to understand if students perceive differences between them. This paper presents the results of a survey to determine if students differentiate between these five disciplines. Computing majors and non-majors were presented with several task descriptions commonly associated with each discipline and asked to identify them as belonging to one of the five disciplines. Data was collected from over 300 students at several different institutions and from a variety of different majors and computing disciplines. The results of the survey are presented along with comparisons of the perceptions of majors and non-majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tyman:2009:ABS, author = "Damon Tyman and Nirupama Bulusu and Jens Mache", title = "An activity-based sensor networks course for undergraduates with sun spot devices", journal = j-SIGCSE, volume = "41", number = "1", pages = "34--38", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508879", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Wireless sensor networks are revolutionizing the instrumentation of the physical world, across scientific, industrial and military applications. In this paper, we describe our efforts developing and classroom-testing hands-on materials for use in undergraduate-accessible courses on sensor networks. In Winter 2008 at Portland State University, we introduced an in-class laboratory component to a sensor networks course that had previously been entirely lecture-based. For the laboratory exercises, we utilized Sun's Java-programmable Sun SPOT [7] sensor network technology. We found the Sun SPOT based laboratory activities to be quite powerful as a teaching and excitement-fostering tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maheswaran:2009:GUL, author = "Muthucumaru Maheswaran and Alexis Malozemoff and Daniel Ng and Sheng Liao and Song Gu and Balasubramaneyam Maniymaran and Julie Raymond and Reehan Shaikh and Yuanyuan Gao", title = "{GINI}: a user-level toolkit for creating micro {Internets} for teaching \& learning computer networking", journal = j-SIGCSE, volume = "41", number = "1", pages = "39--43", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508880", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "GINI (GINI Is Not Internet) is an open-source toolkit for creating virtual micro Internets for teaching and learning computer networking. It provides lightweight virtual elements for machines, routers, switches, and wireless devices that can be interconnected to create virtual networks. The virtual elements run as unprivileged user-level processes. All processes implementing a virtual network can run within a single machine or can be distributed across a set of machines. The GINI provides a user-friendly GUI-based tool for designing, starting, inspecting, and stopping virtual network topologies. This paper describes the different components of GINI, briefly discusses ways of using the toolkit in a computer networking course, and reports on user feedback on an early (incomplete) version of the toolkit.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurkovsky:2009:EST, author = "Stan Kurkovsky", title = "Engaging students through mobile game development", journal = j-SIGCSE, volume = "41", number = "1", pages = "44--48", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508881", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes using mobile game development as a motivational tool to engage students early in the curriculum. Mobile devices have become an integral part of everyday lives of modern students; using these devices as a part of the coursework may help them see the immediate connections between Computer Science and real-world technology. Compared to traditional game development, programming mobile games is less complex, which enables students with limited programming experience to create playable mobile games within the scope of a single course. Experience presented in this paper may be easily duplicated, but it may be especially useful in the first college-level course for students with CS AP credits.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blaheta:2009:CBS, author = "Don Blaheta", title = "{CS262}: a breadth-second survey of informatic {CS}", journal = j-SIGCSE, volume = "41", number = "1", pages = "49--53", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508883", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "``Information and knowledge management'' is the title and theme of a course outlined in CC2001 that was designed to cover a diverse range of core CS topics. In this paper we discuss our experiences implementing it: it succeeds at guaranteeing coverage, but also acts as a useful prerequisite for advanced electives, and as a survey course that engages student interest in unexpected topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{White:2009:BLT, author = "William W. White and Jerry B. Weinberg", title = "Breadth-last technical electives: integrating the {CS} core via computer games and mobile robotics", journal = j-SIGCSE, volume = "41", number = "1", pages = "54--58", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508884", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In this paper, we introduce the concept of breadth-last technical elective courses, which are designed to assist undergraduate CS students in integrating their entire core curriculum into a coherent whole at the end of their degree programs. Specific breadth-last courses in intelligent mobile robotics and computer game development have been implemented and are presented here to demonstrate the pedagogical concepts being discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Soh:2009:RCI, author = "Leen-Kiat Soh and Ashok Samal and Stephen Scott and Stephen Ramsay and Etsuko Moriyama and George Meyer and Brian Moore and William G. Thomas and Duane F. Shell", title = "Renaissance computing: an initiative for promoting student participation in computing", journal = j-SIGCSE, volume = "41", number = "1", pages = "59--63", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508885", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We report on a recently funded project called Renaissance Computing, an initiative for promoting student participation in computing. We propose a radical re-thinking not only of our core curriculum in CS, but of the role of CS at the university level. In our conception, ''computational thinking'' is neither easily separated from other endeavors nor easily balkanized into a single department. We thus imagine a CS curriculum that is inextricably linked to other domains. Our proposed initiative covers introductory, depth, and capstone courses, targeting both CS majors and minors. It is also aimed to develop interdisciplinary CS courses in sciences, engineering, arts, and humanities. Furthermore, the framework embraces collaborative learning to help improve learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2009:SBB, author = "Lillian N. Cassel and Richard H. Austing and Elliott Koffman", title = "{SIGCSE}: from the beginnings to a bright future", journal = j-SIGCSE, volume = "41", number = "1", pages = "64--64", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508887", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This session proposal is part of the recognition of 40 years of SIGCSE. We will look at the organization itself, how it came to be and where it might be going. It will be an interactive session with the participation of the audience informing the SIGCSE leadership of appropriate directions for the future of this group that has been so important to computing education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garcia:2009:RPB, author = "Daniel D. Garcia and Robb Cutler and Zachary Dodds and Eric Roberts and Alison Young", title = "Rediscovering the passion, beauty, joy, and awe: making computing fun again, continued", journal = j-SIGCSE, volume = "41", number = "1", pages = "65--66", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508889", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "At the SIGCSE Symposium in 2007, the ACM Education Board organized a well-attended special session exploring the crisis in computing education and its underlying causes. The idea behind the session was to provide a forum at which a larger and more broadly representative subset of the education community could engage in direct dialogue with the members of the ACM Education Board and Education Council, who are charged with developing educational policy for the ACM as a whole. Last year, we extended that dialogue and explored concrete strategies for emphasizing the ``passion, beauty, joy, and awe'' (PBJA) of computing about which Grady Booch spoke so eloquently in his 2007 keynote address. The extremely positive feedback we received served as motivation to continue the discussion this year, to allow us to hear from new voices and receive updates on the current state of the crisis. It is increasingly clear that students today find less joy in the process of creating software than their predecessors did a generation ago. At the same time, these skills have become increasingly important, forcing companies to cast an ever widening net in their search for people with the necessary skills and training. Continued progress in the computing disciplines--and indeed the economic health of a society that relies increasingly on computing technology--can continue only if we can encourage an even larger number of students to pursue the many opportunities that careers in computing provide.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cooper:2009:ENF, author = "Stephen Cooper and Joan Peckham and Harriet Taylor", title = "Exploring {NSF} funding opportunities in {EHR} and {CISE}", journal = j-SIGCSE, volume = "41", number = "1", pages = "67--68", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508891", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Urban:2009:PRU, author = "Joseph E. Urban and Jesse M. Heines and Edward A. Fox and Harriet G. Taylor", title = "Panel on revitalized undergraduate computing education", journal = j-SIGCSE, volume = "41", number = "1", pages = "69--70", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davis:2009:EJT, author = "Janet Davis", title = "Experiences with just-in-time teaching in systems and design courses", journal = j-SIGCSE, volume = "41", number = "1", pages = "71--75", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508895", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "I report on my experiences with Just-in-Time Teaching (JiTT) in two systems courses and two design courses as a new instructor at a small liberal arts college. My purposes are threefold: to further raise awareness of JiTT in the computer science education community, to show instructors can achieve JiTT's goals with simple technology and preparation on the fly, and to consider strengths and limitations of the approach, particularly for new faculty. My experience has been very positive: classes have been fun, engaging, and conversational. Students have reported that they come to class better prepared and appreciate the opportunity to ask and discuss questions before class. Where others have warned of the high workload with this approach, my experience is that the workload is reasonable compared to preparing a new course from scratch; the approach discourages some types of overpreparation. For these reasons, I would recommend the approach for other new instructors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bennett:2009:UDS, author = "Chris Bennett and Timothy Urness", title = "Using daily student presentations to address attitudes and communication skills in {CS1}", journal = j-SIGCSE, volume = "41", number = "1", pages = "76--80", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508896", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Many CS1 courses lack a breadth in coverage of computing-related topics and do not actively engage in non-programming computer science topics. In addition, many introductory (and advanced) courses fail to help students develop oral communication skills. In this paper, we describe our experience with addressing these issues in CS1 courses at two different institutions through the use of brief, daily student presentations. Not only can this help recruitment and retention, but it helps to develop more well-rounded students. We also describe the results of a survey students take before and after the course to evaluate how participating in the course can affect attitudes and beliefs about computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gehringer:2009:SGA, author = "Edward F. Gehringer and Carolyn S. Miller", title = "Student-generated active-learning exercises", journal = j-SIGCSE, volume = "41", number = "1", pages = "81--85", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508897", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Active-learning exercises are an effective use of class time to bring about desired learning outcomes. Instead of listening to a lecture, students are engaged in tasks that allow them to discover new knowledge, or apply what they have just learned. A barrier to wide usage of active-learning exercises is the need to design them, since few are available in textbooks, technical papers, or on the Web. The work reported in this paper demonstrates that students can design active-learning exercises that are worthy of being used in CS1 and CS2. This frees the instructor from having to write all the exercises him/herself. This paper makes three contributions: a methodology for creating student-generated active-learning exercises, several exercises for teaching difficult concepts in CS1 and CS2, and guidance about the kinds of active-learning exercises that students will enjoy and learn most from.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bruckman:2009:GCI, author = "Amy Bruckman and Maureen Biggers and Barbara Ericson and Tom McKlin and Jill Dimond and Betsy DiSalvo and Mike Hewner and Lijun Ni and Sarita Yardi", title = "``{Georgia} computes!'': improving the computing education pipeline", journal = j-SIGCSE, volume = "41", number = "1", pages = "86--90", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508899", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Computing education suffers from low enrollment and a lack of diversity. Both of these problems require changes across the entire computing education pipeline. The ``Georgia Computes!'' alliance, funded by the National Science Foundation's Broadening Participation in Computing program, seeks to improve the computing education pipeline in Georgia. ``Georgia Computes!'' is having a measurable effect at each stage of the pipeline, but has not yet shown an impact across the whole pipeline.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Morreale:2009:MSU, author = "Patricia Morreale and Stan Kurkovsky and George Chang", title = "Methodology for successful undergraduate recruiting in computer science at comprehensive public universities", journal = j-SIGCSE, volume = "41", number = "1", pages = "91--95", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508900", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper presents a methodology for increasing undergraduate Computer Science (CS) major enrollment at comprehensive public universities, particularly those that have first generation college students or students from underrepresented populations in professional computer science in the United States. While there has been significant prior discussion of undergraduate recruiting to increase major enrollment in CS, this is the first identification of a systematic approach to recruiting distinct undergraduate student populations into the CS major. Nationally, highly selective and selective universities and colleges have worked within their student populations to increase major enrollments, while CS departments at comprehensive public universities primarily focused on regional recruiting have also worked to identify and increase CS major enrollments. The approach outlined here addresses regional recruiting for undergraduate majors in CS and has been used at two public universities. The resulting methodology serves as a template for any department or faculty member seeking to increase undergraduate enrollment in CS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Richards:2009:RWC, author = "Brad Richards", title = "Representation of women in {CS}: how do we measure a program's success?", journal = j-SIGCSE, volume = "41", number = "1", pages = "96--100", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508901", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper presents an analysis of the data on representation of women in US liberal arts computer science departments, using 10 years' worth of IPEDS data. What began as a search for departments with exemplary representation ended with the conclusion that the representation data is too unstable to be a useful measure of success: The correlation between average representation values in consecutive five-year periods is small, only r=0.156, and not significantly different from zero (p=0.143, t=1.477) for this set of institutions. Other metrics and sample populations are considered with similar results. This result has important implications for studies assessing the impact of departmental interventions on the representation of women, as well as research on the factors that influence representation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Albrecht:2009:BBS, author = "Jeannie R. Albrecht", title = "Bringing big systems to small schools: distributed systems for undergraduates", journal = j-SIGCSE, volume = "41", number = "1", pages = "101--105", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508903", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Distributed applications have become a core component of the Internet's infrastructure. However, many undergraduate curriculums, especially at small colleges, do not offer courses that focus on the design and implementation of distributed systems. The courses that are offered address the theoretical aspects of system design, but often fail to provide students with the opportunity to develop and evaluate distributed applications in real-world environments. As a result, undergraduate students are not as prepared as they should be for graduate study or careers in industry. This paper describes an undergraduate course in Distributed Systems that not only studies the key design principles of distributed systems, but also has a unique emphasis on giving students hands-on access to distributed systems through the use of shared computing testbeds, such as PlanetLab and GENI, and open-source technologies, such as Xen and Hadoop. Using these platforms, students can perform large-scale, distributed experimentation even at small colleges.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2009:HHL, author = "Richard A. Brown", title = "{Hadoop} at home: large-scale computing at a small college", journal = j-SIGCSE, volume = "41", number = "1", pages = "106--110", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508904", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The potential benefits of data-intensive scalable computing (DISC) in CS education are considered in the context of a small college with an active student-operated Beowulf cluster initiative. The map-reduce computational model, of great importance in industry, is reviewed, and the Hadoop implementation of that model is connected to specific courses throughout the undergraduate CS curriculum. Concerns when running a local Hadoop-capable cluster at a small college are identified.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cappos:2009:SPE, author = "Justin Cappos and Ivan Beschastnikh and Arvind Krishnamurthy and Tom Anderson", title = "{Seattle}: a platform for educational cloud computing", journal = j-SIGCSE, volume = "41", number = "1", pages = "111--115", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508905", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Cloud computing is rapidly increasing in popularity. Companies such as RedHat, Microsoft, Amazon, Google, and IBM are increasingly funding cloud computing infrastructure and research, making it important for students to gain the necessary skills to work with cloud-based resources. This paper presents a free, educational research platform called Seattle that is community-driven, a common denominator for diverse platform types, and is broadly deployed. Seattle is community-driven --- universities donate available compute resources on multi-user machines to the platform. These donations can come from systems with a wide variety of operating systems and architectures, removing the need for a dedicated infrastructure. Seattle is also surprisingly flexible and supports a variety of pedagogical uses because as a platform it represents a common denominator for cloud computing, grid computing, peer-to-peer networking, distributed systems, and networking. Seattle programs are portable. Students' code can run across different operating systems and architectures without change, while the Seattle programming language is expressive enough for experimentation at a fine-grained level. Our current deployment of Seattle consists of about one thousand computers that are distributed around the world. We invite the computer science education community to employ Seattle in their courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Enbody:2009:PCP, author = "Richard J. Enbody and William F. Punch and Mark McCullen", title = "{Python CS1} as preparation for {C++ CS2}", journal = j-SIGCSE, volume = "41", number = "1", pages = "116--120", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508907", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "How suitable is a Python-based CS1 course as preparation for a C++-based CS2 course? After fifteen years of using C++ for both CS1 and CS2, the Computer Science Department at Michigan State University changed the CS1 course to Python. This paper examines the impact of that change on the second course in the sequence, CS2, which kept C++ as its primary language. We report results on a CS2 class which had a mixture of students who had used either C++ or Python from our CS1 course. The CS2 class covered the same topics as previously, though with some changes, and even gave the same final exam as a previous offering. Independent samples t-tests were used to compare students from the Python group with students from the non-Python group on three outcomes: final exam grade, programming projects scores, and final grade for the course. The main result was that there were no significant differences between the groups for all three outcomes. In addition, multiple regression analysis showed that students' past performance (overall GPA) in the University predicted final grades, final exam scores, and programming project scores for the course, but there was no effect of the programming language feature: Python or non-Python. We feel this shows that the Python-based CS1 course prepared students for the C++-based CS2 course as well as the C++-based CS1 course did---while exposing them to a different, powerful and useful language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stepp:2009:CIW, author = "Marty Stepp and Jessica Miller and Victoria Kirst", title = "A {``CS 1.5''} introduction to {Web} programming", journal = j-SIGCSE, volume = "41", number = "1", pages = "121--125", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508908", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Web programming is increasing rapidly in importance at the university level, yet there is no consensus about when and how it should be incorporated into the computer science curriculum. This paper describes our results in teaching an experimental introductory web programming course at the University of Washington that has had great success in attracting large numbers of students from inside and outside the computer science major. The course requires CS1 as a prerequisite, striking a good balance between making the course open to non-majors but also more rigorous for students with programming background. We classify the course as ``CS 1.5'' because many of our students take it between CS1 and CS2. We use our evaluation data to argue that a web programming course at this level leads to a great deal of student interest and enthusiasm, broadens the reach of computer science, and provides a valuable service to other departments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2009:PSC, author = "Judith Gal-Ezer and Tamar Vilner and Ela Zur", title = "Has the paradigm shift in {CS1} a harmful effect on data structures courses: a case study", journal = j-SIGCSE, volume = "41", number = "1", pages = "126--130", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508909", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The ongoing debate among Computer Science educators about the advantages and disadvantages of the shift from the procedural to the Object-Oriented paradigm usually relates to the introductory course. Indeed, we were also concerned when in our institute we decided to implement this shift in our introductory course and started to teach Java, instead of a procedural paradigm. In our previous study we saw that the effect of the shift did not lower the achievements of students taking the CS1 course. Furthermore, we wanted to be equally sure that this was the case when students take Data Structures courses. This is the focus of the study presented in this paper. The results show that there is no significant difference in the achievements of students who came from different paradigm backgrounds. This encouraging result probably relates to the fact that our CS1 course focuses on the fundamentals of introductory Computer Science and does not only emphasize the language aspects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{White:2009:HLS, author = "Curt M. White", title = "An historical look at the {SIGCSE} conference", journal = j-SIGCSE, volume = "41", number = "1", pages = "131--131", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508911", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This special session will present an historical look at all past SIGCSE conferences, beginning with 2008. If possible, the conference chair, from each conference will present a brief synopsis of his/her conference. This synopsis may include a photo of the conference site, the number of attendees, the paper acceptance ratio, any special awards and the awardees, the ``theme'' of the conference, any special issues relevant at that conference, and one or two ``interesting'' events that occurred during that conference.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bailey:2009:RSP, author = "Mark Bailey and Kim Bruce and Kathleen Fisher and Robert Harper and Stuart Reges", title = "Report of the 2008 {SIGPLAN} programming languages curriculum workshop: preliminary report", journal = j-SIGCSE, volume = "41", number = "1", pages = "132--133", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508913", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This special session will present a summary of the recommendations of the First SIGPLAN Workshop on Undergraduate Programming Language Curricula, held at Harvard University in May, 2008. The purpose of the workshop was to generate new recommendations for programming languages topics to be learned by all undergraduate CS majors. In this special session we will present a summary of the curriculum recommendations, why they were made, and ways of incorporating them into undergraduate CS curricula.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hislop:2009:UOS, author = "Gregory W. Hislop and Heidi J. C. Ellis and Allen B. Tucker and Scott Dexter", title = "Using open source software to engage students in computer science education", journal = j-SIGCSE, volume = "41", number = "1", pages = "134--135", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508915", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This panel will discuss issues and methods for incorporating free and open source software (FOSS) in computer science education. The panelists are investigating approaches to student participation in FOSS that produce results that are contributed to the FOSS community and actually used by others.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ernst:2009:PSU, author = "Daniel Ernst and Barry Wittman and Brian Harvey and Tom Murphy and Michael Wrinn", title = "Preparing students for ubiquitous parallelism", journal = j-SIGCSE, volume = "41", number = "1", pages = "136--137", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508917", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Proulx:2009:TDD, author = "Viera K. Proulx", title = "Test-driven design for introductory {OO} programming", journal = j-SIGCSE, volume = "41", number = "1", pages = "138--142", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508919", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Test-Driven Design (TDD) has been shown to increase the productivity of programming teams and improve the quality of the code they produce. However, most of the introductory curricula provide no introduction to test design, no support for defining the tests, and do not insist on a comprehensive test coverage that is the driving force of the TDD. This paper presents a curriculum, pedagogy, and the software support for introductory object-oriented program design that uses the TDD consistently from the very beginning. The testing software does not increase the program complexity and is designed to work with the simplest programs. It has been used by hundreds of students at several colleges and is freely available on the web. Our experiences show that besides improving the quality of code students produce, TDD combined with the novice-appropriate test libraries reinforces students' understanding of the object oriented program design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Adams:2009:TDD, author = "Joel Adams", title = "Test-driven data structures: revitalizing {CS2}", journal = j-SIGCSE, volume = "41", number = "1", pages = "143--147", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508920", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Software testing is an increasingly important topic in engineering reliable software systems, and test-driven development is an increasingly popular methodology for building reliable systems. However, most software engineering instructors' courses are already very full, so that increasing coverage of testing in those courses can only occur at the expense of another topic. In this paper, we argue that testing should be introduced early in the CS curriculum, that the Data Structures (CS2) course is an especially natural place to emphasize unit testing and test-driven development, and that doing is a way to revitalize the CS2 course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Desai:2009:IIT, author = "Chetan Desai and David S. Janzen and John Clements", title = "Implications of integrating test-driven development into {CS1\slash CS2} curricula", journal = j-SIGCSE, volume = "41", number = "1", pages = "148--152", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508921", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Many academic and industry professionals have called for more testing in computer science curricula. Test-driven development (TDD) has been proposed as a solution to improve testing in academia. This paper demonstrates how TDD can be integrated into existing course materials without reducing topic coverage. Two controlled experiments were conducted in a CS1/CS2 course in Winter 2008. Following a test-driven learning approach, unit testing was introduced at the beginning of the course and reinforced through example. Results indicate that while student work loads may increase with the incorporation of TDD, students are able to successfully develop unit tests while learning to program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2009:EFI, author = "Lecia J. Barker and Charlie McDowell and Kimberly Kalahar", title = "Exploring factors that influence computer science introductory course students to persist in the major", journal = j-SIGCSE, volume = "41", number = "1", pages = "153--157", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508923", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes an exploratory study to identify which environmental and student factors best predict intention to persist in the computer science major. The findings can be used to make decisions about initiatives for increasing retention. Eight indices of student characteristics and perceptions were developed using the research-based Student Experience of the Major Survey: student-student interaction; student-faculty interaction; collaborative learning opportunities; pace/workload/prior experience with programming; teaching assistants; classroom climate/pedagogy; meaningful assignments; and racism/sexism. A linear regression revealed that student-student interaction was the most powerful predictor of students' intention to persist in the major beyond the introductory course. Other factors predicting intention to persist were pace/workload/prior experience and male gender. The findings suggest that computer science departments interested in increasing retention of students set structured expectations for student-student interaction in ways that integrate peer involvement as a mainstream activity rather than making it optional or extracurricular. They also suggest departments find ways to manage programming experience gaps in CS1.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cohoon:2009:STW, author = "J. McGrath Cohoon and Zhen Wu and Jie Chao", title = "Sexism: toxic to women's persistence in {CSE} doctoral programs", journal = j-SIGCSE, volume = "41", number = "1", pages = "158--162", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508924", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Using longitudinal survey data from women in the CRA-W Graduate Cohort program, we measured the prevalence of observed or experienced sexism and its impact on departure from Computer Science and Computer Engineering (CSE) doctoral programs. Our data suggest that sexist behavior is perceived less often by these women than it is by women in general. In addition, few of the women who observe sexism are motivated by it to think of leaving their CSE doctoral programs. Nevertheless, when their reason for thinking of leaving is due to sexism they observed or experienced, the odds of women actually departing are at least 21 times greater than if they thought of leaving for any other reason.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Horwitz:2009:UPL, author = "Susan Horwitz and Susan H. Rodger and Maureen Biggers and David Binkley and C. Kolin Frantz and Dawn Gundermann and Susanne Hambrusch and Steven Huss-Lederman and Ethan Munson and Barbara Ryder and Monica Sweat", title = "Using peer-led team learning to increase participation and success of under-represented groups in introductory computer science", journal = j-SIGCSE, volume = "41", number = "1", pages = "163--167", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508925", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes the implementation and evaluation of a program that uses active recruiting and peer-led team learning to try to increase the participation and success of women and minority students in undergraduate computer science. These strategies were applied at eight universities starting in the fall of 2004. There have been some impressive results: We succeeded in attracting under-represented students who would not otherwise have taken a CS course. Evaluation shows that participation in our program significantly improves retention rates and grades, especially for women. Students in the program, as well as the students who served as peer leaders, are uniformly enthusiastic about their experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pargas:2009:UIE, author = "Roy P. Pargas and Samuel Bryfczynski", title = "Using ink to expose students' thought processes in {CS2\slash CS7}", journal = j-SIGCSE, volume = "41", number = "1", pages = "168--172", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508927", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper presents and discusses a web-based software tool called GraphPad designed to facilitate interactivity in a CS2 or CS7 (data structures) course in which Tablet PCs or WACOM tablets are available. We describe how GraphPad enables an instructor to: establish a temporary network with the instructor's Tablet as server and the students' Tablets as clients, broadcast instructions and collect student Ink responses, evaluate student submissions and distribute evaluations with a single button-click, use student submissions as examples to guide lecture, and save student submissions in a database. The saved submissions may then be reviewed individually, tagged for errors, and analyzed statistically. An immediate goal is to use GraphPad to deliver CS2/CS7 course content more effectively. A long term goal is to use data collected by GraphPad to help understand the thought process of the CS2/CS7 student for the purpose of identifying students at risk early in order to provide intervention assistance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Allevato:2009:DEP, author = "Anthony Allevato and Stephen H. Edwards and Manuel A. P{\'e}rez-Qui{\~n}ones", title = "Dereferee: exploring pointer mismanagement in student code", journal = j-SIGCSE, volume = "41", number = "1", pages = "173--177", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508928", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Dynamic memory management and the use of pointers are critical topics in teaching the C++ language. They are also some of the most difficult for students to grasp properly. The responsibility of ensuring that students understand these concepts does not end with the instructor's lectures---a library enhanced with diagnostics beyond those provided by the language's run-time system itself is a useful tool for giving students more detailed information when their code fails. We have designed such a toolkit, Dereferee, which students can incorporate into their code with minimal intrusion into the learning process. To demonstrate its effectiveness, we examine C++ code from students in a course that relied solely on the built-in memory management behavior of the language, without any significant additional diagnostic or debugging facilities. We instrument this code with Dereferee in order to explore the causes of errors that result in program crashes and to expose hidden faults that previously lay undetected. Dereferee provided enhanced diagnostics for bugs in 63\% of student submissions, and pinpointed the source of 83\% of abnormal program terminations. 95\% of the students would have received extra diagnostic help from using Dereferee.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Murphy:2009:RHS, author = "Christian Murphy and Gail Kaiser and Kristin Loveland and Sahar Hasan", title = "{Retina}: helping students and instructors based on observed programming activities", journal = j-SIGCSE, volume = "41", number = "1", pages = "178--182", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508929", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "It is difficult for instructors of CS1 and CS2 courses to get accurate answers to such critical questions as ``how long are students spending on programming assignments?'', or ``what sorts of errors are they making?'' At the same time, students often have no idea of where they stand with respect to the rest of the class in terms of time spent on an assignment or the number or types of errors that they encounter. In this paper, we present a tool called Retina, which collects information about students' programming activities, and then provides useful and informative reports to both students and instructors based on the aggregation of that data. Retina can also make real-time recommendations to students, in order to help them quickly address some of the errors they make. In addition to describing Retina and its features, we also present some of our initial findings during two trials of the tool in a real classroom setting.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hambrusch:2009:MAT, author = "Susanne Hambrusch and Christoph Hoffmann and John T. Korb and Mark Haugan and Antony L. Hosking", title = "A multidisciplinary approach towards computational thinking for science majors", journal = j-SIGCSE, volume = "41", number = "1", pages = "183--187", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508931", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes the development and initial evaluation of a new course ``Introduction to Computational Thinking'' taken by science majors to fulfill a college computing requirement. The course was developed by computer science faculty in collaboration with science faculty and it focuses on the role of computing and computational principles in scientific inquiry. It uses Python and Python libraries to teach computational thinking via basic programming concepts, data management concepts, simulation, and visualization. Problems with a computational aspect are drawn from different scientific disciplines and are complemented with lectures from faculty in those areas. Our initial evaluation indicates that the problem-driven approach focused on scientific discovery and computational principles increases the student's interest in computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Qin:2009:TCT, author = "Hong Qin", title = "Teaching computational thinking through bioinformatics to biology students", journal = j-SIGCSE, volume = "41", number = "1", pages = "188--191", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508932", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Modern biology has transformed from an insular entity into an interdisciplinary science, which in turn demands interdisciplinary and cross-disciplinary training for future work force in biology and life sciences. Computational thinking is a way of thinking that uses concepts and methodologies of computing to address questions in a broad range of subjects, and as such, computational thinking offers an important skill set in modern sciences. Despite its importance, the concept of computational thinking has generally been side-stepped in undergraduate biology education. Many students in life sciences are often weak in quantitative/computing skills and tend to avoid computing-orient courses. To address these issues, we incorporated computational thinking into a bioinformatics course for undergraduate life science majors. We developed comprehensive computer laboratory exercises that offer hands-on learning experience for the targeted student pool, and employed peer-assisted collaborative learning environment. Preliminary results of these explorative efforts will be helpful for others to teach computational thinking to biology students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2009:PP, author = "Owen Astrachan", title = "Pander to ponder", journal = j-SIGCSE, volume = "41", number = "1", pages = "192--196", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508933", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Ponder means ``to weigh in the mind with thoroughness and care'' [31]. Pander means ``to cater to the weaknesses and base desires of others'' [31]. We report on a course we have designed and delivered over a six year period. The course was originally designed as a technical writing course for majors, but has evolved into a non-major's version whose enrollment ranks it as one of the three most highly-enrolled and thus arguably most popular courses for undergraduates at our university. We have worked diligently to ensure that students ponder the topics and problems that comprise the material for the course --- and the material is deeply technical at many levels. We have also pandered to student needs in meeting curriculum requirements, offering the course at a time convenient for athletes and others, and using popular media when possible. We started with the goal of engendering interest and passion for computer science and how it affects the world. We report on our efforts to attain this goal while keeping material appropriately technical. We claim our students are engaged in a different type of computational thinking than that espoused in [32, 5, 15]. For the purposes of this paper and discussion we call our approach pander-to-ponder. We provide examples and illustrations of the material we cover, relate it to similar courses at other institutions, and show how we use problems to motivate learning. In the work we report on here the learning is specific to understanding how contributions from computer science are changing the world.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dale:2009:HLC, author = "Nell Dale and Andrew McGettrick and John Impagliazzo and Robert Aiken and Elliot Koffman and Jim Leisy", title = "A historical look at curricula and materials", journal = j-SIGCSE, volume = "41", number = "1", pages = "197--198", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508935", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wolz:2009:GDL, author = "Ursula Wolz and Tiffany Barnes and Jessica Bayliss and Jamie Cromack", title = "Girls do like playing and creating games", journal = j-SIGCSE, volume = "41", number = "1", pages = "199--200", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508937", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Beck:2009:BPS, author = "Jon Beck and Vicki L. Almstrum and Heidi J. C. Ellis and Massood Towhidnejad", title = "Best practices in software engineering project class management", journal = j-SIGCSE, volume = "41", number = "1", pages = "201--202", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508939", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mundie:2009:RC, author = "Craig Mundie", title = "Rethinking computing", journal = j-SIGCSE, volume = "41", number = "1", pages = "203--203", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508941", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Computing is undergoing a major paradigm shift. Radical new approaches to hardware and software will transform our online and offline lives, seamlessly combining the power of the internet with a world of devices. Craig Mundie, Microsoft's chief research and strategy officer, will discuss the possibilities and show how close we are to realizing them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lewis:2009:IPC, author = "Mark Lewis and Scott Leutenegger Leutenegger and Michael Panitz and Kelvin Sung and Scott A. Wallace", title = "Introductory programming courses and computer games", journal = j-SIGCSE, volume = "41", number = "1", pages = "204--205", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508943", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goldwasser:2009:GPF, author = "Michael H. Goldwasser and David Letscher", title = "A graphics package for the first day and beyond", journal = j-SIGCSE, volume = "41", number = "1", pages = "206--210", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508945", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We describe cs1graphics, a new Python drawing package designed with pedagogy in mind. The package is simple enough that students can sit down and make use of it from the first day of an introductory class. Yet it provides seamless support for intermediate and advanced lessons as students progress. In this paper, we discuss its versatility in the context of an introductory course. The package is available at www.cs1graphics.org.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stephenson:2009:QBG, author = "Ben Stephenson and Craig Taube-Schock", title = "{QuickDraw}: bringing graphics into first year", journal = j-SIGCSE, volume = "41", number = "1", pages = "211--215", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508946", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes a new tool for introducing computer graphics and multimedia applications into first year, called QuickDraw, and our experience using it. QuickDraw provides an easy to use language and platform independent interface which permits students to create multimedia applications beginning with their first assignment in an introductory computer science course. QuickDraw has been carefully designed to avoid complex ``magical'' statements in order to setup, use, or tear down the multimedia environment, making it an appropriate tool for use with students with no prior programming experience. As instructors, we have found that QuickDraw effectively engages students by allowing them to create visually impressive programs with minimal complexity, while continuing to allow us to effectively teach fundamental computer science concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Luxton-Reilly:2009:SFI, author = "Andrew Luxton-Reilly and Paul Denny", title = "A simple framework for interactive games in {CS1}", journal = j-SIGCSE, volume = "41", number = "1", pages = "216--220", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508947", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Computer games are widely used in programming assignments to motivate students. Traditionally, these have been text-based games such as hangman, but as Java has become widespread, the use of graphics and graphical games has increased correspondingly. We report on a framework used as scaffolding to help students understand how to design and implement a variety of interactive games. We share our experiences using this framework for assignments over a number of years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Craig:2009:GDG, author = "Michelle Craig and Diane Horton", title = "{Gr8} designs for {Gr8} girls: a middle-school program and its evaluation", journal = j-SIGCSE, volume = "41", number = "1", pages = "221--225", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508949", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In order to address the under-representation of women in Computer Science, we have created a program for middle-school girls that specifically aims to change their attitudes about CS and encourages them to see it as a potential career. Our assessment of the program shows that it did indeed have a significant, positive impact and suggests that this was still in effect three months later. This paper describes the program and its assessment, and makes suggestions for those considering offering a similar program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosson:2009:SID, author = "Mary Beth Rosson and Anastassia Ioujanina and Timothy Paone and Gretel Sheasley and Hansa Sinha and Craig Ganoe and John M. Carroll and Jan Mahar", title = "A scaffolded introduction to dynamic {Website} development for female high school students", journal = j-SIGCSE, volume = "41", number = "1", pages = "226--230", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508950", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We describe work on developing workshop activities that are part of wConnect, a project that is building an online community of women in computer and information science. The workshops are designed by college women for high school girls, with hands-on construction of dynamic web sites. Because of limited workshop time, the activities use scaffolding to help girls achieve the in-tended learning objectives. In this paper we describe the design of the activities, their formative evaluation in a series of four work-shops, and how we are using these results in the larger project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nishida:2009:CUD, author = "Tomohiro Nishida and Susumu Kanemune and Yukio Idosaka and Mitaro Namiki and Tim Bell and Yasushi Kuno", title = "A {CS} unplugged design pattern", journal = j-SIGCSE, volume = "41", number = "1", pages = "231--235", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508951", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "``Computer Science (CS) Unplugged'' is an educational method for introducing non-specialists to concepts of CS through hands-on activities that don't require the use of a computer. Often the deeper concepts of CS have been considered as being too difficult for elementary and middle school students, and many educators teaching ``IT'' are not even aware of the richness of the topic. CS Unplugged methods have been used successfully with students of a wide range of ages. In this paper, we analyze the structure of CS Unplugged activities to identify the elements that make them work well. Based on the analysis, we propose a design pattern which will be useful as a guideline for developing new activities, and to revise existing ones. We also describe our experience developing original teaching material, using the pattern as a benchmark for evaluation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brynielsson:2009:IAC, author = "Joel Brynielsson", title = "An information assurance curriculum for commanding officers using hands-on experiments", journal = j-SIGCSE, volume = "41", number = "1", pages = "236--240", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508953", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "To authorize and initiate necessary investments and enforce appropriate policies and procedures, decision-makers need to have at least a fair understanding of computer security fundamentals. This paper presents the course design and the laboratory settings that have been developed for, and used within, the high rank officer curriculum at the Swedish National Defence College. The developed course looks at computer security from an attack versus defend viewpoint, meaning that computer attacks are studied to learn about prevention and self-defense. The paper discusses the pedagogical challenges related to education of high rank officers and similar personnel in light of recently-held courses and contrasts the course relative to similar undertakings. A standpoint taken is that computer security is best taught using hands-on laboratory experiments focusing on problem solving assignments. This is not undisputed since, e.g., high rank officers are busy people who are not fond of getting stuck learning about the peripherals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yang:2009:TDS, author = "Li Yang", title = "Teaching database security and auditing", journal = j-SIGCSE, volume = "41", number = "1", pages = "241--245", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508954", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Hands-on laboratory experiences are essential critical for students to understand concepts and gain real-world insights in database security and auditing. We are developing a set of hands-on labs to integrate theories of database security into practices. Our designed labs do not require purchasing any commercial software or pre-configuration. Each lab includes objectives, results, and resources to help students to understand database security concepts including access control, virtual private database, and database auditing etc. We use two major database products (Microsoft SQL Server and Oracle 10g) to design and implement our labs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wein:2009:VGT, author = "Joel Wein and Kirill Kourtchikov and Yan Cheng and Ron Gutierez and Roman Khmelichek and Matthew Topol and Chris Sherman", title = "Virtualized games for teaching about distributed systems", journal = j-SIGCSE, volume = "41", number = "1", pages = "246--250", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508955", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Complex distributed systems are increasingly important in modern computer science, yet many undergraduate curricula do not give students the opportunity to develop the skill sets necessary to grapple with the complexity of such systems. We have developed and integrated into an undergraduate elective course on parallel and distributed computing a teaching tool that may help students develop these skill sets. The tool uses virtualization to ease the burden of resourcing and configuring complex systems for student study, and creates varied ``firefighting'' gaming scenarios in which students compete to keep the system up and running in the presence of multiple issues. Preliminary experience indicates that (1) students find the tool engaging and (2) it is a manageable way in which to give students a novel perspective on interaction with complex distributed systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McMaster:2009:TMG, author = "Kirby McMaster and Brian Rague and Steven Hadfield", title = "Two mathematical gestalts for computer theory", journal = j-SIGCSE, volume = "41", number = "1", pages = "251--255", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508957", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Many Computer Science educators have campaigned to increase mathematical content in the computing curriculum. However, mathematical concepts are often presented in a manner that conflicts with the general mental framework, or gestalt, of CS students. Fortunately, there is more than one gestalt in mathematics. In previous research, we developed two scales for measuring mathematical gestalt in books-a Logical Math scale and a Computational Math scale. In this paper, we apply our two scales to current Computer Theory books to assess the relative emphasis these books give to each gestalt. Our findings have relevance in the development of approaches for teaching mathematical topics in computer courses, especially Computer Theory courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buck:2009:HIO, author = "Duane Buck and David J. Stucki", title = "The hidden injuries of overloading {'ADT}'", journal = j-SIGCSE, volume = "41", number = "1", pages = "256--259", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508958", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The most commonly stated definition of abstract data type (ADT) is that it is a domain of values and the operations over that domain. So, for example, a language's built-in types, like int are seen to be ADTs. It is our opinion that a pure interpretation of this definition yields a semantics in which using an ADT is the same as using built-in types: the operations are side effect free and there is no concern over alias, shallow copy or synchronization problems. Unfortunately, the term abstract data type has over time been associated with at least three distinct meanings, and those incompatible definitions have often been conflated, causing confusion to students and textbook authors alike. We believe that this has resulted in a loss of appreciation for the value-based semantics of ADTs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lu:2009:TAC, author = "James J. Lu and George H. L. Fletcher", title = "Thinking about computational thinking", journal = j-SIGCSE, volume = "41", number = "1", pages = "260--264", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508959", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Jeannette Wing's call for teaching Computational Thinking (CT) as a formative skill on par with reading, writing, and arithmetic places computer science in the category of basic knowledge. Just as proficiency in basic language arts helps us to effectively communicate and in basic math helps us to successfully quantitate, proficiency in computational thinking helps us to systematically and efficiently process information and tasks. But while teaching everyone to think computationally is a noble goal, there are pedagogical challenges. Perhaps the most confounding issue is the role of programming, and whether we can separate it from teaching basic computer science. How much programming, if any, should be required for CT proficiency? We believe that to successfully broaden participation in computer science, efforts must be made to lay the foundations of CT long before students experience their first programming language. We posit that programming is to Computer Science what proof construction is to mathematics, and what literary analysis is to English. Hence by analogy, programming should be the entrance into higher CS, and not the student's first encounter in CS. We argue that in the absence of programming, teaching CT should focus on establishing vocabularies and symbols that can be used to annotate and describe computation and abstraction, suggest information and execution, and provide notation around which mental models of processes can be built. Lastly, we conjecture that students with sustained exposure to CT in their formative education will be better prepared for programming and the CS curriculum, and, furthermore, that they might choose to major in CS not only for career opportunities, but also for its intellectual content.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boustedt:2009:ISL, author = "Jonas Boustedt and Robert McCartney and Katherine Deibel and Jim Huggins and Beth Simon and Suzanne Westbrook and The Mystery Presenter", title = "It seemed like a good idea at the time", journal = j-SIGCSE, volume = "41", number = "1", pages = "265--266", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508961", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McGettrick:2009:RAI, author = "Andrew McGettrick and Ren{\'e}e McCauley and Richard LeBlanc and Heikki Topi", title = "Report on the {ACM\slash IEEE-CS} undergraduate curricula recommendations", journal = j-SIGCSE, volume = "41", number = "1", pages = "267--268", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508963", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2009:PHS, author = "Judith Gal-Ezer and Orit Hazzan and Noa Ragonis", title = "Preparation of high school computer science teachers: the {Israeli} perspective", journal = j-SIGCSE, volume = "41", number = "1", pages = "269--270", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508965", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This special session examines frameworks for the preparation of high school computer science (CS) teachers from the Israeli perspective. Specifically, several Israeli CS teacher preparation programs and their components are presented. The presentation includes both a general overview and a detailed description of the actual implementation of such programs. This bipolar presentation, we suggest, provides practical guidelines with respect to CS teacher preparation, both for policy makers and for faculty members who wish to establish a CS teacher preparation program at their universities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodger:2009:EMS, author = "Susan H. Rodger and Jenna Hayes and Gaetjens Lezin and Henry Qin and Deborah Nelson and Ruth Tucker and Mercedes Lopez and Stephen Cooper and Wanda Dann and Don Slater", title = "Engaging middle school teachers and students with {Alice} in a diverse set of subjects", journal = j-SIGCSE, volume = "41", number = "1", pages = "271--275", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508967", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes the integration of the Alice $3$D virtual worlds environment into a diverse set of subjects in middle school, including the development of tutorials, example worlds and lesson plans. In the summer of 2008 our experiences with middle school teachers included three-weeks of training in Alice and guidance in the development of lesson plans. Our experiences with middle school students involved two one-week summer camps of instruction in Alice. We found both the teachers and the students strongly engaged with Alice. The teachers created lesson plans with Alice worlds to interactively teach a topic and other lesson plans in which students build an Alice world on a particular topic either from scratch or using a template world. The students in the Alice camps had both instruction in Alice and free time to develop Alice worlds of their choice. We found that the students used a large variety of basic Alice concepts and computer science concepts in the worlds they built in their free time.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cheung:2009:FGP, author = "Joey C. Y. Cheung and Grace Ngai and Stephen C. F. Chan and Winnie W. Y. Lau", title = "Filling the gap in programming instruction: a text-enhanced graphical programming environment for junior high students", journal = j-SIGCSE, volume = "41", number = "1", pages = "276--280", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508968", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "To address the unique demands and challenges of educational computing, various kinds of environments, including graphics-rich and textual environments, have been proposed for use in introductory courses to provide students with a rich and interesting learning environment. In our experience, students in Grade 7 and younger respond best to the graphics environments while senior high school students prefer a conventional textual programming environment. Clearly, this leaves a gap at Grade 11-13, with students often on the one hand finding the graphics-based environments too limited and on the other finding the textual environments too difficult. In this paper, we propose a text-enhanced graphical programming environment which is innovative and interactive, and designed for junior high students with no programming experience. This environment allows students to design their own creative stories or programs. They build their programs using drag-and-drop iconic blocks, but unlike other, similar icon-based programming languages, they are also presented with the syntax of the actual program they are constructing in real-time. Once a particular icon block has been dropped in the programming area, the syntax statements corresponding to that block is immediately generated and presented to the user. The environment also allows them to modify the code without any limitations. Our results show that our textual-graphical hybrid environment has a positive impact on the learning experience of the students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kacmarcik:2009:ICP, author = "Gary Kacmarcik and Sylvie Giral Kacmarcik", title = "Introducing computer programming via {Gameboy} advance homebrew", journal = j-SIGCSE, volume = "41", number = "1", pages = "281--285", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508969", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes our work motivating a group of students (grades 5-8) to learn real-world computer programming by introducing them to homebrew development for the Nintendo Gameboy Advance (GBA) and DS (NDS) systems using C. Students use a freely available professional toolchain (devkitPro) for development. A custom application was written that allowed the students to easily create their own tilesets (sprites and background maps) and quickly get started building their first ROMs. A series of tutorials was created to complement the program and help the students through the creation of their first game.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cicirello:2009:REP, author = "Vincent A. Cicirello", title = "On the role and effectiveness of pop quizzes in {CS1}", journal = j-SIGCSE, volume = "41", number = "1", pages = "286--290", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508971", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In this paper, we explore the potential important role that unannounced (or ``pop'') quizzes can play in CS-1. ``Pop'' quizzes generate continual feedback to both the student and the instructor of the course. They also encourage students to avoid missing class unless necessary. We present the results of a three year study on the effectiveness of ``pop'' quizzes in CS-1. Our results demonstrate that students who experience ``pop'' quizzes in CS-1 score higher on exams than do their counterparts who did not experience ``pop'' quizzes. This appears especially true for upperclassmen, particularly for juniors. The use of ``pop'' quizzes in CS-1 also improves performance on programming assignments for juniors. CS/IS majors and Math majors both receive a greater benefit from ``pop'' quizzes than do other non-majors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hundhausen:2009:IPC, author = "Christopher Hundhausen and Anukrati Agrawal and Dana Fairbrother and Michael Trevisan", title = "Integrating pedagogical code reviews into a {CS} 1 course: an empirical study", journal = j-SIGCSE, volume = "41", number = "1", pages = "291--295", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508972", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Formal code inspections are employed by teams of professional software engineers to identify software defects and improve the quality of software. After reviewing a piece of code individually, members of an inspection team come together to log the issues they have found, and to find new ones. Within the scope of a multi-institutional research project to adapt, refine, and evaluate studio-based learning methods in computing education, we are developing an adaptation of the formal code inspection called the pedagogical code review for use in lower-division computer science courses. In a pedagogical code review, a group of three to four students, led by a trained moderator, (a) walk through segments of each other's programming assignments, (b) check the code against a list of best coding practices, and (c) discuss and log issues that arise. We implemented pedagogical code inspections in three lab sessions of a CS 1 course. Through an analysis of inspection logs and exit surveys, we compiled evidence that the reviews improved the quality of students' code, stimulated increasingly sophisticated discussions of programming issues and practices, and promoted a sense of community.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fenwick:2009:ALB, author = "James B. {Fenwick, Jr.} and Cindy Norris and Frank E. Barry and Josh Rountree and Cole J. Spicer and Scott D. Cheek", title = "Another look at the behaviors of novice programmers", journal = j-SIGCSE, volume = "41", number = "1", pages = "296--300", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508973", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper reports on the progress of an NSF funded research project investigating the development practices of students in introductory programming courses. In previous work, we describe our extension of the BlueJ IDE to capture events associated with program development. Here we report on data collected during the Fall 2007 and Spring 2008 semesters on CS 1 students. In particular, we show that our data analysis independently confirms the results obtained in separate studies by Jadud [3, 2]. In addition we use our empirical evidence to discern some higher level ``patterns'' of beginning student programming behaviors including potential cheating and the impact on success of students starting projects late.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rusu:2009:AAI, author = "Adrian Rusu and Amalia Rusu and Rebecca Docimo and Confesor Santiago and Mike Paglione", title = "Academia-academia-industry collaborations on software engineering projects using local-remote teams", journal = j-SIGCSE, volume = "41", number = "1", pages = "301--305", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508975", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "It is widely recommended by both academia and industry that today's technology and software engineering students be well prepared for industry before graduation, especially given global outsourcing and other trends. Various methods have been developed to ensure student readiness, including co-ops and capstone courses. These approaches increasingly use real-world projects for their benefits to industry and often to the community at large. In this paper, we argue that students can be prepared to effectively join industry and keep the US technology workforce competitive through a curriculum that includes a theoretical software engineering course with real-world projects and the collaboration of paired teams across two or more universities. We present a case study of a successful teaching experience that features these aspects, and describe the outcome along with the unique perspective of a participating student.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tabrizi:2009:ICS, author = "M. H. N. Tabrizi and Carol B. Collins and Vipul Kalamkar", title = "An international collaboration in software engineering", journal = j-SIGCSE, volume = "41", number = "1", pages = "306--310", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508976", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Students in software engineering need experiences that prepare them for a global work environment that is more and more likely to be structured around team work in which team members may come from a variety of disciplines and cultures and be geographically dispersed. New grads in software engineering are more and more likely to communicate with team members and managers solely via electronic means (e.g., teleconference, videoconference, e-mail, e-file sharing). This paper describes a highly successful international collaboration of students from two universities enrolled in undergraduate software engineering classes, one in the USA and the other in India. Within a semester, these students collaborated remotely to produce software for a leading international software development company. This collaboration, repeated for two semesters and planned for a third, met all learning objectives while successfully producing the desired software. This experience truly engaged our students and enabled the students to learn via a standard course in software engineering about many aspects of professional practice without resorting to special programs like co-op/internships, honors/research independent study, or capstones.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Morelli:2009:FEI, author = "Ralph Morelli and Trishan de Lanerolle", title = "Foss 101: engaging introductory students in the open source movement", journal = j-SIGCSE, volume = "41", number = "1", pages = "311--315", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508977", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Can engaging students in free and open source software (FOSS) pique their interest in computer science? This paper describes an introductory computer science course that introduced students to using FOSS, to contributing to a humanitarian FOSS project, and to studying the broader impact of FOSS on our society. Students learned basic webprogramming skills (PHP/MySQL) and made small but significant contributions to a global FOSS project. Mistakes were made and opportunities were missed. But overall the experiment was a success and the experience was enjoyable and educational for students and instructor alike. By building on what worked well, this course could serve as a model for incorporating study of FOSS into the introductory computing curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brinkman:2009:HWB, author = "Bo Brinkman", title = "The heart of a whistle-blower: a corporate decision-making game for computer ethics classes", journal = j-SIGCSE, volume = "41", number = "1", pages = "316--320", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508979", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "I describe a simple game for use in starting a class discussion about corporate decision-making and whistle-blowing. The game allows students to experience the power of managers to influence (for good or bad) the decisions of their underlings, and the counter-balancing powers held by workers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Eagle:2009:EEE, author = "Michael Eagle and Tiffany Barnes", title = "Experimental evaluation of an educational game for improved learning in introductory computing", journal = j-SIGCSE, volume = "41", number = "1", pages = "321--325", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508980", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We are developing games to increase student learning and attitudes in introductory CS courses. Wu's Castle is a game where students program changes in loops and arrays in an interactive, visual way. The game provides immediate feedback and helps students visualize code execution in a safe environment. We compared the game to a traditional programming assignment in an introductory CS course. In our study, half of the students were randomly selected to play the learning game first and half to write a program first. Our results show that students who play our learning game first outperform those who write a program before playing the game. Students in the game-first group felt they spent less time on the assignments, and all students preferred the learning game over the program. These results suggest that games like Wu's Castle can help prepare students to create deeper, more robust understanding of computing concepts while improving their perceptions of computing homework assignments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Navarro:2009:MSE, author = "Emily Navarro and Andr{\'e} van der Hoek", title = "Multi-site evaluation of {SimSE}", journal = j-SIGCSE, volume = "41", number = "1", pages = "326--330", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508981", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In this paper, we describe a multi-site evaluation of SimSE, an educational software engineering simulation game. This study was designed to build on our previous experience of evaluating SimSE in courses and controlled lab settings at UC Irvine, in order to validate our findings and discover any factors that come into play when SimSE is used in other institutions. The study consisted of three different universities using SimSE in their respective courses and reporting the results to us. The results confirmed several of our previous findings, as well as highlighted a number of critical considerations that must be taken into account when using SimSE in a course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tymann:2009:FAC, author = "Paul T. Tymann and Laurie White", title = "The future of the {AP CS} program", journal = j-SIGCSE, volume = "41", number = "1", pages = "331--332", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508983", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The objective of this special session is to provide an opportunity for computer science educators, at both the college and high school level, to provide input to the AP CS Development Committee as it refines the curriculum for the A course in light of the elimination of the AB exam. The input and active participation of educators attending this special session will help the members AP CS Development Committee to define a course and exam that continues to meet the high standards for teaching and learning required in the comparable college course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Appel:2009:MMB, author = "Florence A. Appel and Katherine Deibel and C. Dianne Martin and Joseph D. Oldham and Tarsem S. {Purewal, Jr.} and Carol L. Spradling", title = "From the man on the {Moon} to 2001 and beyond: the evolving social and ethical impact of computers a session to commemorate {SIGCSE's 40th} anniversary", journal = j-SIGCSE, volume = "41", number = "1", pages = "333--334", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508985", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Salter:2009:NMC, author = "Richard M. Salter and Robert D. Cupper and Stuart Hirshfield and Alexa M. Sharp", title = "New models for the {CS1} course: a fifteen year retrospective", journal = j-SIGCSE, volume = "41", number = "1", pages = "335--336", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508987", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bayliss:2009:UGI, author = "Jessica D. Bayliss", title = "Using games in introductory courses: tips from the trenches", journal = j-SIGCSE, volume = "41", number = "1", pages = "337--341", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508989", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Computer Science degree program enrollments have fallen precipitously since the year 2000 and it is not surprising that novel approaches to education are being tried to both attract and retain students. One of the areas with a record of success is with using games in introductory programming courses. While there are several successful programs, the drawbacks of these approaches are not commonly discussed along with their benefits. Having run a successful game-based program that retained students within the CS major at a 93\% rate, we discuss both the benefits of the program as well as the problems that need to be considered and overcome.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Morrison:2009:EGT, author = "Briana B. Morrison and Jon A. Preston", title = "Engagement: gaming throughout the curriculum", journal = j-SIGCSE, volume = "41", number = "1", pages = "342--346", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508990", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper considers how gaming has been infused into the computing curriculum of institutions in the United States. To increase motivation of students and improve retention, many programs have begun using gaming in their introductory courses, as upper level electives, or as separate degree programs. The authors review the current use of gaming within curricula and analyze the content of game development degree programs. Finally, the authors describe plans at their institution to incorporate gaming throughout the computing curriculum and present initial results.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McGill:2009:WGD, author = "Monica McGill", title = "Weighted game developer qualifications for consideration in curriculum development", journal = j-SIGCSE, volume = "41", number = "1", pages = "347--351", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508991", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Game development programs are being added to computer science departments as either a track, minor, or major in post-secondary institutions across the United States. These programs are being developed with little published quantitative or qualitative research on what such programs should entail. The quantitative research in this pilot study defines qualifications sought when hiring game developers for positions in industry. Using cross-sectional data, qualifications from job advertisements were coded, categorized, and then subcategorized and weighted totals were calculated based on skills being either required or desired. Weighted totals in each subcategory were compared and ranked. The top 10 qualifications are provided, along with a breakdown of rankings of all subcategories within each category. Subcategories of Languages and Tools/Environments are also discussed briefly to highlight key qualifications in each.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sanderson:2009:RAP, author = "Donald B. Sanderson", title = "Revising an assessment plan to conform to the new {ABET--CAC} guidelines", journal = j-SIGCSE, volume = "41", number = "1", pages = "352--356", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508993", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper will describe the changes made to an existing student outcomes assessment system to more closely conform to the new assessment guidelines of the Computer Accreditation Commission of ABET. The processes, results and effectiveness of the techniques will be examined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Riedesel:2009:MAE, author = "Charles P. Riedesel and Eric D. Manley and Susan Poser and Jitender S. Deogun", title = "A model academic ethics and integrity policy for computer science departments", journal = j-SIGCSE, volume = "41", number = "1", pages = "357--361", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508994", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "For decades, US universities and colleges have had policies pertaining to the conduct of their students at the institutional level. These policies are referred to as Academic Integrity Policies or Codes of Conduct. The Code of Ethics, instituted by Association of Computing Machinery (ACM) has been the standard for the computing sciences profession for over 15 years. However, the traditional institution-wide academic integrity policies have not adapted to the complexities that arose from rapid progress in information technology (IT) and thus either fail to address or are in conflict with the nature of problems in computer science education. In this paper, we propose a model for development and implementation of an academic ethics policy (ethics is a broader concept that includes integrity) that addresses the challenges imposed by information technology vis-{\'a}-vis the best modern teaching practices in computer sciences and engineering. Implementing policies that are more in line with the methods of industry and compatible with newer educational pedagogies should make the whole educational environment more engaging to students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Talebi:2009:MMM, author = "Mujtaba Talebi and Thomas Way", title = "Methods, metrics and motivation for a green computer science program", journal = j-SIGCSE, volume = "41", number = "1", pages = "362--366", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508995", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Computer science educators are uniquely positioned to promote greater awareness of Green Computing, using the academic setting to encourage environmentally conscious use of technology. This paper reports on practical techniques that can engage faculty and students, enabling Green Computing to be integrated into the classroom and research laboratory. Analysis and empirical evaluation of each reported technique is given, comparing the efficacy of each in terms of energy, environmental and financial cost savings. These results are provided as technological and economic evidence for the benefits of ``Going Green,'' and to promote education in Green Computing in the classroom, department and research lab.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wick:2009:UPH, author = "Michael R. Wick", title = "Using programming to help students understand the value of diversity", journal = j-SIGCSE, volume = "41", number = "1", pages = "367--371", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508997", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes an entry-level programming assignment that can be used to help students learn the value of diversity through computer programming. The assignment was given as part of a preliminary experiment to establish the impact of a student programming assignment on student attitudes toward cultural diversity. The results provide suggestive evidence that students learn to value diversity via the given programming assignment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Arshad:2009:TPP, author = "Naveed Arshad", title = "Teaching programming and problem solving to {CS2} students using think-alouds", journal = j-SIGCSE, volume = "41", number = "1", pages = "372--376", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508998", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Many studies have shown that students often face difficulty in applying programming concepts to design a program that solves a given task. To impart better problem solving skills a number of pedagogical approaches have been presented in the literature. However, most of these approaches provide a general strategy of problem solving. But in reality problem solving is a skill that is developed with experience over a period of time. In this paper, we present a pedagogical approach to teach problem solving using think-alouds. In a think-aloud problem solving approach students learn the skill of problem solving by closely observing an 'experienced programmer. We used this approach in a CS2 class and our evaluation results show that think-aloud problem solving is an extremely effective pedagogical technique, particularly for female students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hansen:2009:APP, author = "Stuart A. Hansen", title = "Analyzing programming projects", journal = j-SIGCSE, volume = "41", number = "1", pages = "377--381", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1508999", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Retaining students in Computer Science may be improved by engaging them in the learning process while preventing them from becoming overly frustrated. While engaging students during lecture is certainly important, most students spend a significant amount of time working on programming projects outside of class. Gaining a deep understanding of student engagement in programming is difficult, since the instructor is seldom present during the process. This paper presents the results of student surveys administered after each programming project for multiple sections of two courses: CS2, and Data Structures and Algorithms. We analyze the data in terms of engagement, frustration and niftiness.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Reiser:2009:FTL, author = "Susan L. Reiser and Rebecca F. Bruce", title = "Fabrication: a tangible link between computer science and creativity", journal = j-SIGCSE, volume = "41", number = "1", pages = "382--386", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509001", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In this paper, we describe our CS0 course, $3$D Modeling and Fabrication, that includes a service-learning CNC milling project as a high tech hook to interest students, both our own and middle school students, in computer science and engineering. Among the CS0 learning outcomes achieved through the design and fabrication projects are computer literacy, writing-across-the curriculum, and development of problem-solving skills such as quantitative reasoning and critical thinking. This course is situated in the Integrated Liberal Studies program at University of North Carolina at Asheville. It can be offered as part of any general education program to fulfill a computer literacy or writing-across-the-curriculum requirement. Taking an idea and nurturing it from a concept to a model, to a series of working drawings, and then to a three-dimensional prototype is exciting and fun, and leaves a tangible reminder of the creativity inherent in computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Flatland:2009:UMI, author = "Robin Y. Flatland and James R. Matthews", title = "Using modes of inquiry and engaging problems to link computer science and mathematics", journal = j-SIGCSE, volume = "41", number = "1", pages = "387--391", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509002", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In this paper we show how an engaging problem can be used in both a discrete mathematics course and a programming course as a way to expose students to multiple methods of inquiry and to strengthen the links between the two courses. Since students typically take Discrete Mathematics and a programming course simultaneously, this is an opportunity for them to analyze a problem from multiple perspectives during a single semester. We describe how we have accomplished this using a relatively new problem that is easily stated and has a surprising solution that defies intuition. In the programming course, students experienced a design/empirical approach to the problem by implementing simulations of various solutions and collecting experimental results. By adjusting the emphasis of the programming assignment, we show that it can fit naturally into a range of programming courses, i.e., courses on introductory programming, data structures, and object-oriented techniques. In the Discrete Mathematics course, students analyzed solutions using tools from counting, probability, and calculus. We observed that by linking the two courses using a common problem, our students were more cognizant of inquiry methods and student engagement increased.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2009:CDG, author = "Christopher Brown and Robert Pastel", title = "Combining distinct graduate and undergraduate {HCI} courses: an experiential and interactive approach", journal = j-SIGCSE, volume = "41", number = "1", pages = "392--396", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509003", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We developed combined graduate and undergraduate courses in which undergraduates created a prototype based on user-centered design, and graduate students worked with them to evaluate those prototypes based on common usability principles. It provided undergraduate students experience practicing user centered design, while providing graduate students experience with usability evaluation. It also provided graduate students the opportunity to introduce current HCI research areas to students who may be considering graduate school. The course successfully engaged both graduate and undergraduate students while providing a beneficial experience through their interactions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2009:APC, author = "Owen Astrachan and Henry Walker and Chris Stephenson and Lien Diaz and Jan Cuny", title = "Advanced placement computer science: the future of tracking the first year of instruction", journal = j-SIGCSE, volume = "41", number = "1", pages = "397--398", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509005", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The Advanced Placement (AP) Computer Science program is intended to reflect enough of a common core of a first semester or year of university-level computer science so that placement or credit can be awarded for work done before college. The SIGCSE symposia have a long history of providing forums for discussing the evolution of the AP program from its inception [1] to the transition from Pascal to C++ [3] to the transition from C++ to Java [2,5,7,8,9]. Panels related to how credit and placement are awarded have also been part of the SIGCSE conferences [4,6]. This special session is a report of the ongoing process of developing new and possible wide-ranging changes to the AP program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barker:2009:TDC, author = "Lecia J. Barker and Elizabeth Adams and Amardeep Kahlon and Andrea Lawrence and Allison Young", title = "Trends and discoveries of the computing educators oral history project", journal = j-SIGCSE, volume = "41", number = "1", pages = "399--400", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509007", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pivkina:2009:HST, author = "Inna Pivkina and Desh Ranjan and Jerry Lodder", title = "Historical sources as a teaching tool", journal = j-SIGCSE, volume = "41", number = "1", pages = "401--402", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509009", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodger:2009:IEA, author = "Susan H. Rodger and Eric Wiebe and Kyung Min Lee and Chris Morgan and Kareem Omar and Jonathan Su", title = "Increasing engagement in automata theory with {JFLAP}", journal = j-SIGCSE, volume = "41", number = "1", pages = "403--407", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509011", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We describe the results from a two-year study with fourteen universities on presenting formal languages in a more visual, interactive and applied manner using JFLAP. In our results the majority of students felt that having access to JFLAP made learning course concepts easier, made them feel more engaged in the course and made the course more enjoyable. We also describe changes and additions to JFLAP we have made based on feedback from users. These changes include new algorithms such as a CYK parser and a user-controlled parser, and new resources that include a JFLAP online tutorial, a wiki and a listserv.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Philpott:2009:USP, author = "Anne Philpott and Tony Clear and Jacqueline Whalley", title = "Understanding student performance on an algorithm simulation task: implications for guided learning", journal = j-SIGCSE, volume = "41", number = "1", pages = "408--412", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509012", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper extends the work of the BRACElet project [17] by assessing the program comprehension skills of intermediate level students. Student performance on a pathfinder algorithm simulation task is reviewed to assess the students' comprehension levels, as categorized according to the SOLO educational taxonomy. The paper describes the nature of student responses, and the variety of representations provided, illustrating the role of discovery in effective student learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brownfield:2009:LGS, author = "Andrew Brownfield and Cindy Norris", title = "{LC3uArch}: a graphical simulator of the {LC-3} microarchitecture", journal = j-SIGCSE, volume = "41", number = "1", pages = "413--417", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509013", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The small instruction set size of the LC-3 as well as its similarities to more powerful instruction sets make it an ideal hypothetical machine for introductory computer science and computer engineering students. Several tools are available for working with this hypothetical machine including simulators, and assemblers for various platforms. We have created an additional tool, LC3uArch, that is useful for debugging LC-3 programs like the existing simulators, but unlike existing simulators also helps student to develop an understanding of the LC-3 microarchitecture. The results of a student survey on the use of LC3uArch indicate our students find LC3uArch a valuable learning tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Salter:2009:AED, author = "Richard M. Salter and John L. Donaldson", title = "Abstraction and extensibility in digital logic simulation software", journal = j-SIGCSE, volume = "41", number = "1", pages = "418--422", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509014", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Students of Computer Organization should be able to ``learn by doing'' at all levels of computer design. Digital logic circuitry is frequently taught using simulation software, however such platforms are often limited to exposing only a narrow range of design levels. This paper describes how, in the new multilevel simulation system DLSim 3, we are able to incorporate abstraction and extensibility to present the many levels of complex circuit designs in a single environment: from low level combinational and sequential circuits, through models of complete CPUs. Among other features, DLSim 3 is able to accomplish this by providing three different types of circuit abstraction: cards, chips, and plug-ins. Using DLSim 3, students recognize the uniformity of system structure, as well as the principles of abstraction that link the various levels of design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nickens:2009:IHE, author = "Glenn V. Nickens and Ethan J. Tira-Thompson and Thorna Humphries and David S. Touretzky", title = "An inexpensive hand-eye system for undergraduate robotics instruction", journal = j-SIGCSE, volume = "41", number = "1", pages = "423--427", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509016", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Hand-eye systems combine computer vision with kinematics and dynamics calculations to achieve dexterous manipulation. These versatile platforms for teaching robotics principles have not been widely used in undergraduate laboratories due to cost. We describe a new hand-eye system constructed from Robotis Dynamixel servos, a USB interface module, and a webcam, that can be built for under \$500 and run by a PC using the Tekkotsu open source software framework. A suggested curriculum is outlined.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lauwers:2009:CDD, author = "Tom Lauwers and Illah Nourbakhsh and Emily Hamner", title = "{CSbots}: design and deployment of a robot designed for the {CS1} classroom", journal = j-SIGCSE, volume = "41", number = "1", pages = "428--432", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509017", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We present CSbots, an ongoing program to use robots as educational tools in the Introduction to Computer Science (CS1) course. We aim to use robotics to improve learning and retention by altering course work so that it is more relevant to students. In our development process we use an iterative cycle composed of design, pilot, and evaluation steps. We have completed the first of these cycles, the alpha cycle, and describe the robot hardware, software, and curriculum development processes as well as key evaluation results from pilots conducted at two community colleges in Fall 2007. We discuss the implications of these results and our experiences on the in-progress beta design cycle and planned pilots.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Summet:2009:PCR, author = "Jay Summet and Deepak Kumar and Keith O'Hara and Daniel Walker and Lijun Ni and Doug Blank and Tucker Balch", title = "Personalizing {CS1} with robots", journal = j-SIGCSE, volume = "41", number = "1", pages = "433--437", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509018", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We have developed a CS1 curriculum that uses a robotics context to teach introductory programming [1]. Core to our approach is that each student has their own personal robot. Our robot and software have been specifically developed to support the needs of a CS1 curriculum. We frame traditional problems (robot control) in terms that are personal, relevant, and fun. Initial trial classes have shown that our approach is successful and adaptable.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{McWhorter:2009:DLM, author = "William Isaac McWhorter and Brian C. O'Connor", title = "Do {LEGO\reg{} Mindstorms\reg} motivate students in {CS1}?", journal = j-SIGCSE, volume = "41", number = "1", pages = "438--442", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509019", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The purpose of the research study described in this paper was to investigate the effectiveness of using LEGO Mindstorms robotic activities to influence student motivation in an introductory university computer programming course. Various aspects relating to student motivation were measured using the Motivated Strategies for Learning Questionnaire. Tests revealed no statistically significant differences between groups in relation to intrinsic goal orientation, task value, control of learning beliefs, self-efficacy, and test anxiety at the alpha = .05 level. The experiment did detect a statistically significant difference between groups in relation to extrinsic goal orientation. The LEGO group, however, showed a larger decrease in levels of extrinsic goal orientation, suggesting they were less motivated in learning the material for rewards such as grades. While this is not necessarily a bad thing, ideally a decline in extrinsic goal orientation would be accompanied by a statistically significant increase in intrinsic goal orientation suggesting students were instead motivated because they were interested in the content of the material. This was not the case in this study. Despite the lack of positive quantitative results, responses to student follow-up questions suggest that at least some of the students enjoyed the LEGO Mindstorms activities. A discussion of possible factors influencing these results is provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schocken:2009:SCH, author = "Shimon Schocken and Noam Nisan and Michal Armoni", title = "A synthesis course in hardware architecture, compilers, and software engineering", journal = j-SIGCSE, volume = "41", number = "1", pages = "443--447", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509021", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We describe a synthesis course that provides a hands-on treatment of many hardware and software topics learned in computer science (CS) programs. Using a modular series of twelve projects, we walk the students through the gradual construction of a simple hardware platform and a modern software hierarchy, yielding a basic yet powerful computer system. In the process of building the computer, the students gain a first-hand understanding of how hardware and software systems are designed and how they work together, as one enterprise. The course web site contains all the materials necessary to run this course in open source, and students and instructors are welcome to use and extend them freely. The course projects are modular and self-contained, and any subset of them can be implemented in any order and in any programming language. Therefore, they comprise a flexible library of exercises that can be used in many applied CS courses. This paper gives a description of the approach and the course, juxtaposed against general educational principles underlying meaningful learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Black:2009:BOS, author = "Michael D. Black", title = "Build an operating system from scratch: a project for an introductory operating systems course", journal = j-SIGCSE, volume = "41", number = "1", pages = "448--452", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509022", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes a semester project where students design an operating system from the ground-up, capable of booting from a floppy disk on an actual machine. Unlike previous projects of this kind, this project was designed for students with only one semester of programming experience and no prior exposure to data structures, assembly language, or computer organization. Students nevertheless wrote a full system consisting of system calls, program execution, a file system, a command-line shell, and support for multiprocessing. The project was assigned to a class and successfully completed by nearly every student.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pfaff:2009:PIO, author = "Ben Pfaff and Anthony Romano and Godmar Back", title = "The pintos instructional operating system kernel", journal = j-SIGCSE, volume = "41", number = "1", pages = "453--457", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509023", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Pintos is an instructional operating system, complete with documentation and ready-made, modular projects that introduce students to the principles of multi-programming, scheduling, virtual memory, and filesystems. By allowing students to run their work product on actual hardware, while simultaneously benefiting from debugging and dynamic analysis tools provided in simulated and emulated environments, Pintos increases student engagement. Unlike tailored versions of commercial or open source OS such as Linux, Pintos is designed from the ground up from an educational perspective. It has been used by multiple institutions for a number of years and is available for wider use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Draper:2009:HCC, author = "Geoffrey M. Draper and Robert R. Kessler and Richard F. Riesenfeld", title = "A history of computing course with a technical focus", journal = j-SIGCSE, volume = "41", number = "1", pages = "458--462", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509024", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Many courses on the history of computing are designed for a general student audience, and as such, include fewer technical details than one might find in a typical CS course. While this approach is appropriate in some contexts, it risks losing the interest of the students who could perhaps benefit most from the subject-namely, future computer scientists. This paper describes a technically-oriented History of Computing course which we taught at the University of Utah in 2008. Like other History of Computing courses, ours included a significant amount of writing and discussion. However, inasmuch as our course was created specifically for CS students, we also incorporated several ``hands-on'' programming exercises and demonstrations, giving students actual experience with the computing environments of the past. Students and faculty alike have responded enthusiastically to this dual-faceted approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{vanLangeveld:2009:TMD, author = "Mark Christensen van Langeveld and Robert Kessler", title = "Two in the middle: digital character production and machinima courses", journal = j-SIGCSE, volume = "41", number = "1", pages = "463--467", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509026", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Many Universities and Colleges are building interdisciplinary programs between engineering and fine arts that focus on games, special effects, animation and other areas that require interdisciplinary efforts. This is in response to the needs of the entertainment industries. The video game and $3$D animation businesses fundamentally involve computer scientists and artists working closely together. The Entertainment Arts and Engineering (EAE) program (founded in 2007) is an undergraduate interdisciplinary program at the University of Utah (UofU). Students pursuing an animation or computer science degree may enroll in the program as a means of focusing their education on digital arts and entertainment. Two courses taught at the UofU with curriculum in the middle of the continuum between the two departments are the courses: Digital Character Production and Machinima. These courses provide an extraordinary applied learning experience for students to combine learning concepts that are not commonly taught together. The curriculums are designed to teach students to breakdown extremely complex problems, requiring understanding from both disciplines, into manageable segments that allow easy understanding of diverse concepts from computer graphics principles to sculptural ideology and from graphic algorithms to film/storytelling. It is a process that provides a direct view of the correlations of the critical concepts from each of the disciplines. This paper presents our insights from teaching and reviewing these two classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Raicu:2009:EUE, author = "Daniela Stan Raicu and Jacob David Furst", title = "Enhancing undergraduate education: a {REU} model for interdisciplinary research", journal = j-SIGCSE, volume = "41", number = "1", pages = "468--472", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509027", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper presents a successful model for undergraduate research where student participants work on interdisciplinary research projects; in our case, at the frontier between computer science and medicine. Students are part of research teams comprised of other undergraduates, graduate students, faculty and medical experts, participate in professional development and training activities within the larger group, and disseminate their results at the host institutions or conferences specific to the interdisciplinary focus. The model outcomes at the end of the first three years (2005-2007) indicate that the interdisciplinary model successfully (1) expanded the student participation in research by recruiting students who might not otherwise have research opportunities, (2) attracted a diversified pool of talented students into science, (3) promoted interdisciplinary undergraduate studies in computer science and medical informatics as well as in future graduate studies; and (4) trained students in all phases of research, including writing and presenting research papers at conferences.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Burg:2009:LCS, author = "Jennifer Burg and Jason Romney", title = "Linking computer science, art, and practice through digital sound", journal = j-SIGCSE, volume = "41", number = "1", pages = "473--477", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509028", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper reports on an NSF-grant supported summer workshop that brought music and computer science students together for eight weeks to explore creative projects in digital sound production. The dynamics of the students' collaborations were observed as they crafted experimental projects weaving together music, theatre production, sampled digital audio, and MIDI. Moving among various levels of abstraction, the students found practical and artistic motivations to learn the science of digital sound. The projects they produced suggest ways to revitalize computer science courses by linking science, art, and practice through digital sound, a subject naturally interesting to students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Heines:2009:MPI, author = "Jesse M. Heines and Gena R. Greher and Sarah Kuhn", title = "Music performamatics: interdisciplinary interaction", journal = j-SIGCSE, volume = "41", number = "1", pages = "478--482", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509029", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes how a graphical user interface (GUI) programming course offered by the Dept. of Computer Science (CS) was paired with a general teaching methods course offered by the Dept. of Music in an attempt to revitalize undergraduate CS education and to enrich the experiences of both sets of students. The paper provides details on the joint project done in these classes and the evaluation that assessed its effect on the curriculum, students, and professors.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2009:NA, author = "Nick Parlante and Thomas P. Murtagh and Mehran Sahami and Owen Astrachan and David Reed and Christopher A. Stone and Brent Heeringa and Karen Reid", title = "Nifty assignments", journal = j-SIGCSE, volume = "41", number = "1", pages = "483--484", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509031", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Assignments determine much of what students actually take away from a course. Sadly, creating successful assignments is difficult and error prone. With that in mind, the Nifty Assignments session is about promoting and sharing successful assignment ideas, and more importantly, making the assignment materials available for others to adopt.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Berque:2009:TSB, author = "Dave A. Berque", title = "A tutorial on stroke-based interfaces: unistroke recognition algorithms appropriate for compelling projects in introductory courses", journal = j-SIGCSE, volume = "41", number = "1", pages = "485--486", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509033", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2009:AEB, author = "Gordon Davies and Lillian N. Cassel and Arthur Pyster and Michael Caspersen and Heikki Topi", title = "{ACM Education Board} and {Masters} level programs", journal = j-SIGCSE, volume = "41", number = "1", pages = "487--488", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509035", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This special session will proved information about the status of work related to Masters programs in Computing. Specifically, the session will describe work completed in the following areas: the categorization of masters programs in computing, the development of curriculum recommendations for masters programs in software engineering, the collaborative work with the Association for Information Systems on the Masters program in Information Systems", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boland:2009:IPD, author = "Michael G. Boland and Curtis Clifton", title = "Introducing {PyLighter}: dynamic code highlighter", journal = j-SIGCSE, volume = "41", number = "1", pages = "489--493", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509037", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Like a screenplay, a program is both a static artifact and instructions for a dynamic performance. This duality can keep laypeople from appreciating the complexity of software systems and can be a stumbling block for novice programmers. PyLighter lets laypeople and novice programmers perceive the relationship between static Python code and its execution. PyLighter works with everything from simple console applications to arcade-style games, and because PyLighter is easy to adopt and use, instructors can integrate it into any Python-based introductory course without changing the rest of their syllabus.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taylor:2009:PVP, author = "David Scot Taylor and Andrei F. Lurie and Cay S. Horstmenn and Menko B. Johnson and Sean K. Sharma and Edward C. Yin", title = "Predictive vs. passive animation learning tools", journal = j-SIGCSE, volume = "41", number = "1", pages = "494--498", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509038", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We investigate the effectiveness of a predictive interaction animation tool for understanding graph algorithms. We compare performance improvement of students after they have used two different animation tools for the given algorithms, when one of the tools forces a more active, predictive approach while the other is a more traditional animation. Results show significant improvement in performance after students use the predictive tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2009:DSA, author = "Amruth N. Kumar", title = "Data space animation for learning the semantics of {C}++ pointers", journal = j-SIGCSE, volume = "41", number = "1", pages = "499--503", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509039", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We incorporated animation of the data space into a web-based tutor for solving problems on C++ pointers and made the tutor available to students. In evaluation of the tutor, we found that data space animation indeed helps students learn the semantics of pointers. But, it is no more effective at this than text explanation of the step-by-step execution of the program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lau:2009:LPT, author = "Winnie W. Y. Lau and Grace Ngai and Stephen C. F. Chan and Joey C. Y. Cheung", title = "Learning programming through fashion and design: a pilot summer course in wearable computing for middle school students", journal = j-SIGCSE, volume = "41", number = "1", pages = "504--508", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509041", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "As enrollments in engineering and computer science programs around the world have fallen in recent years, those who wish to see this trend reversed take heart from findings that children are more likely to develop an abiding interest in technology if they are exposed to it at an early age [3, 9]. In line with this research, we now see more summer camps and workshops being offered to middle school students with the objective of teaching programming and computer technology [1, 6, 8, 12]. To offer students a stimulating and interesting environment while teaching computing subjects, the learning tools in these camps usually revolve around robots and graphical programming of animations or games. These tools tend to mainly attract youngsters who like robotics or game design. However, we believe that we can improve the diversity of the student pool by introducing other topics. In this paper, we describe our experience in designing and organizing a programming course that focuses on wearable computing, fashion and design for middle school students. We will show that (1) wearable computing is interesting and inspiring to the students, (2) wearable computing motivates both boys and girls to learn technology and computing, which implies that it may be able to increase the potential computer science population, (3) wearable computing can provide a space for students to exercise their creativity while at the same time, teaching them about technology and programming.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pivkina:2009:YWC, author = "Inna Pivkina and Enrico Pontelli and Rachel Jensen and Jessica Haebe", title = "{Young} women in computing: lessons learned from an educational \& outreach program", journal = j-SIGCSE, volume = "41", number = "1", pages = "509--513", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509042", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "This paper describes the Young Women in Computing program, an ongoing outreach program in Computer Science at New Mexico State University (NMSU). Features of the program include summer camps and academic year activities, computing in context, peer mentoring, and role models. The main goal is to increase interest in computing among female high school students. The paper discusses lessons learned from three years of experience with the program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cavender:2009:SAA, author = "Anna C. Cavender and Richard E. Ladner and Robert I. Roth", title = "The {Summer Academy for Advancing Deaf and Hard of Hearing in Computing}", journal = j-SIGCSE, volume = "41", number = "1", pages = "514--518", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509043", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Deaf and hard of hearing students are an underrepresented group in computing and face extra challenges in university-level computing courses. This paper describes a 9-week Summer Academy for Advancing Deaf and Hard of Hearing in Computing that jump-starts the academic careers of deaf and hard of hearing students and strengthens their interest in computing. Students take introductory computing and animation in a fun, supportive, accessible environment. We report on some of the problems students face and lessons we have learned about helping them overcome those problems. Through the academy, they meet other successful deaf and hard of hearing technology professionals, tour top computing companies, and display their own work to the local deaf and hard of hearing community. Students gain leadership, independent learning skills, and complete the program better prepared for a college major in computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Baker:2009:ERD, author = "Alex Baker and Andr{\'e} van der Hoek", title = "An experience report on the design and delivery of two new software design courses", journal = j-SIGCSE, volume = "41", number = "1", pages = "519--523", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509045", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "In this paper, we report on our experience in designing and delivering two new software design courses in the Informatics major at UC Irvine. When the major was created in 2004, it explicitly contained slots for two software design courses to be created from the ground up. The authors led this effort, focusing one course on the topic of system design and one course on the topic of implementation design. We discuss the philosophy and pedagogy behind the courses, present key class activities, and reflect on having offered each course twice over the past two years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Leonard:2009:IRF, author = "Dana P. Leonard and Jason O. Hallstrom and Murali Sitaraman", title = "Injecting rapid feedback and collaborative reasoning in teaching specifications", journal = j-SIGCSE, volume = "41", number = "1", pages = "524--528", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509046", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "We describe an approach to teaching formal interface specifications using aspects of the Collaborative Reasoning Paradigm. The module requires students to construct test cases independently and cooperatively based on their understanding of a given set of method specifications. Students are supported by software-based reasoning assistants that guide them through their exercises and provide realtime feedback as they work --- both for the students and the instructor. We describe the design of the course module, the supporting reasoning assistant, and representative reasoning exercises. We conclude with a discussion of evaluation results from a recent pilot study conducted at Clemson University.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Meneely:2009:PSD, author = "Andrew Meneely and Laurie Williams", title = "On preparing students for distributed software development with a synchronous, collaborative development platform", journal = j-SIGCSE, volume = "41", number = "1", pages = "529--533", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509047", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Working remotely is becoming the norm for both professionals and students alike. Software development has become a global industry due to outsourcing, teleworking, flex time, and companies' desire to use the best and/or most economical talent regardless of where that talent is located. Professionals are not alone because students usually work from home despite having sufficient resources on campus. In this paper we share our experiences from using Jazz, a synchronous, collaborative development platform, with our inevitably distributed software engineering students. Eleven students optionally used the tool while working on a five-week team project. Students primarily used the version control, chat, and work item features in Jazz. We collected their reactions in retrospective essays and found that all Jazz students supported using Jazz in future semesters of the course. We also examined grade differences and found that the students who used Jazz were more successful than those who did not use Jazz.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kessler:2009:EAE, author = "Robert Kessler and Mark van Langeveld and Roger Altizer", title = "Entertainment arts and engineering (or how to fast track a new interdisciplinary program)", journal = j-SIGCSE, volume = "41", number = "1", pages = "539--543", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509049", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "The Entertainment Arts and Engineering (EAE) program is a unique, new undergraduate interdisciplinary program at the University of Utah bringing together the School of Computing and the Division of Film Studies in an effort to teach both video game development and computer animation. Students pursuing a film or computer science degree may enroll in the program as a means of focusing their education on digital arts and entertainment. The key characteristic of the program is the shared classes where students from both Computer Science and Fine Arts study together and cooperate on game and animation projects. The program is highlighted by a year-long capstone course in which the students work together to make a video game or animated short from scratch. This paper chronicles our efforts starting the EAE program and demonstrates how to create an interdisciplinary program that not only attracts students to CS, but also equips them for careers or research in video games and animation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lin:2009:ECS, author = "Chi-Cheng Lin and Mingrui Zhang and Barbara Beck and Gayle Olsen", title = "Embedding computer science concepts in {K}-12 science curricula", journal = j-SIGCSE, volume = "41", number = "1", pages = "539--543", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509050", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "To engage a broader audience in computer science, we have developed a set of curriculum units embedded with computer science concepts for K-12 science education. We chose bioinformatics as a vehicle to deliver these units. Our curriculum development cycle began with the identification of a set of computer science concepts which are potentially relevant to life sciences. Problems in life sciences as well as bioinformatics tools to be used for solving these problems were carefully examined for the delivery of identified computer concepts. They were later presented to groups of regional K-12 science teachers in our summer workshop on bioinformatics. With their help, we adapted and polished these curriculum units to meet Minnesota state standards for K-12 science education. This paper describes our approach in developing the curriculum units.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ni:2009:WMC, author = "Lijun Ni", title = "What makes {CS} teachers change?: factors influencing {CS} teachers' adoption of curriculum innovations", journal = j-SIGCSE, volume = "41", number = "1", pages = "544--548", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509051", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Computer Science (CS) education researchers hope their research has real impact on teaching practices. Developers of innovative curricula and tools for CS education want teachers to adopt their new approaches. What convinces a CS teacher to change and adopt something new--or not? This paper explores factors that influence CS teachers' adoption and change. We studied our workshop participants to determine factors influencing their decision on whether to adopt a new CS curriculum. The results from our study indicate that multiple factors, some surprising, influence CS teachers' adoption. Our findings suggest that teacher excitement in a new approach drives adoption, while more organizational or social issues inhibit adoption.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2009:PFC, author = "Owen Astrachan and Susanne Hambrusch and Joan Peckham and Amber Settle", title = "The present and future of computational thinking", journal = j-SIGCSE, volume = "41", number = "1", pages = "549--550", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509053", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brown:2009:WSS, author = "Richard Brown and Janet Davis and Samuel A. Rebelsky and Brian Harvey", title = "Whither scheme?: 21st century approaches to scheme in {CS1}", journal = j-SIGCSE, volume = "41", number = "1", pages = "551--552", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509055", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Abowd:2009:MIM, author = "Gregory D. Abowd", title = "Make {IT} matter: how computing can make a difference", journal = j-SIGCSE, volume = "41", number = "1", pages = "553--553", month = mar, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1539024.1509057", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:19 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of SIGCSE '09.", abstract = "Years ago I was trained as a software engineering researcher, well versed in the mathematical abstractions of programming. However, influenced by the writings and research of Mark Weiser and his Xerox PARC Ubiquitous Computing group, I started to think about a different way of doing research in computing. Computing technology, as Weiser predicted, has become so prevalent in our lives that we almost don't recognize everything that is computationally-based in our everyday world. In this talk, I will focus on how information technologies woven into our everyday lives can address significant problems in the delivery of health care for vulnerable populations. My main experience, driven by personal necessity, is with developmental disabilities, but I hope that my story will show how the integration of the physical and digital worlds makes a real difference in our lives and the lives of others.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maibaum:2009:FMV, author = "Tom Maibaum", title = "Formal methods versus engineering", journal = j-SIGCSE, volume = "41", number = "2", pages = "6--12", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Classical engineering is based on solid scientific and mathematical foundations, but neither the science, nor the mathematics, is simply borrowed from the scientists or the mathematicians. Engineers develop their own formulations of the relevant science and mathematics, adapted to support the engineering knowledge used in design of artefacts. There are many formulations of the same science and mathematics, as classical engineering is highly domain specific. A key question for Formal Methods Education is whether uses and formulations of mathematics used in software engineering should be analogous to the situation in classical engineering described above. The position advocated in this paper is that the classical engineering approach is also crucial for Formal Methods. We may well not be in a position to teach a proper formulation of formal methods until we have developed the appropriate reformulations of the usually mathematically oriented mathematics usually taught in computer science and software engineering programmes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Liu:2009:TFM, author = "Shaoying Liu and Kazuhiro Takahashi and Toshinori Hayashi and Toshihiro Nakayama", title = "Teaching formal methods in the context of software engineering", journal = j-SIGCSE, volume = "41", number = "2", pages = "17--23", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Formal methods were developed to provide systematic and rigorous techniques for software development, and they must be taught in the context of software engineering. In this paper, we discuss the importance of such a teaching paradigm and describe several specific techniques for teaching formal methods. These techniques have been tested over the last fifteen years in our formal methods education programs for undergraduate and graduate students at universities as well as practitioners at companies. We also present a curriculum to systematically introduce formal methods to students at university and a successful program of teaching formal methods to industry. Our experience shows that students can gain confidence in formal methods only when they learn their clear benefits in the context of software engineering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boute:2009:TPC, author = "Raymond Boute", title = "Teaching and practicing computer science at the university level", journal = j-SIGCSE, volume = "41", number = "2", pages = "24--30", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Universities offering Computing Science curricula should do so at the university level. Taking pragmatic shortcuts causes stagnation in professional practice. The essential element is the pervasive presence throughout the curriculum of mathematical modelling, which is the role of Formal Methods in its original sense. Mathematical fundamentals and concepts are crucial, software tools are auxiliary and even misleading without the former. Recommendations are given for curriculum structure, specific key courses and attitudes to instill in students and educators. Comparison with other approaches is made. A conclusion is that CS curricula should break outside the limitations caused by conservative policy makers but also self-imposed ones.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blanco:2009:ICP, author = "Javier Blanco and Leticia Losano and Nazareno Aguirre and Mar{\'\i}a Marta Novaira and Sonia Permigiani and Gast{\'o}n Scilingo", title = "An introductory course on programming based on formal specification and program calculation", journal = j-SIGCSE, volume = "41", number = "2", pages = "31--37", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We report on our experience in teaching introductory courses on programming based on formal specification and program calculation, in two different Computer Science programmes. We favour the use of logic as a tool, the notion of program as a formal entity, as well as some issues associated with efficiency. We also review and use in practical cases some program transformation strategies, such as generalisation, tupling and modularisation. We describe our approach, its advantages and drawbacks. Furthermore, we present some preliminary results from an ongoing qualitative research which intends to characterise, describe and understand the students' experiences when taking these courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tahara:2009:ECM, author = "Yasuyuki Tahara and Nobukazu Yoshioka and Kenji Taguchi and Toshiaki Aoki and Shinichi Honiden", title = "Evolution of a course on model checking for practical applications", journal = j-SIGCSE, volume = "41", number = "2", pages = "38--44", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Although model checking is expected as a practical formal verification approach for its automatic nature, it still suffers from difficulties in writing the formal descriptions to be verified and applying model checking tools to them effectively. The difficulties are found mainly in grasping the exact system behaviors, representing them in formal languages, and using model checking tools that fit the best to the verification problems. Even capable software developers need extensive education to overcome the difficulties. In this paper, we report our education course of practical applications of model checking in our education project called Top SE. Our approach consists of the following two features. First, we adopt UML as the design specification language and create the descriptions for each specific model checking tool from the UML diagrams, to enable easy practical application of model checking. Second, we build taxonomies of system behaviors, in particular behaviors of concurrent systems that are main targets of model checking. We can organize the knowledge and the techniques of practical model checking according to the taxonomies. The taxonomies are based on several aspects of system behaviors such as synchronization of transitions, synchronization of communications, and modeling of system environments. In addition, we make clear which model checking tools fit which types of systems. We treat the three different model checking tools: SPIN, SMV, and LTSA. Each tool has its specific features that make the tool easier or more difficult to be applied to specific problems than others. In our education course, we explain the taxonomies, the knowledge, and the techniques using very simple examples. We also assign the students exercises to apply the knowledge and the techniques to more complicated problems such as the dining philosopher problem, data copying between a DVD recorder and a hard disk recorder, and the alternating bit protocol.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Nishihara:2009:MCE, author = "Hideaki Nishihara and Koichi Shinozaki and Koji Hayamizu and Toshiaki Aoki and Kenji Taguchi and Fumihiro Kumeno", title = "Model checking education for software engineers in {Japan}", journal = j-SIGCSE, volume = "41", number = "2", pages = "45--50", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper is the preliminary report of a joint research project on developing a body of knowledge on model checking. The project is being carried out by four organizations that give model checking courses to software engineers in Japan. The paper explains the main objective of the project and reports the results of an evaluation of model checking programs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mery:2009:SRB, author = "Dominique M{\'e}ry", title = "A simple refinement-based method for constructing algorithms", journal = j-SIGCSE, volume = "41", number = "2", pages = "51--59", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The Event B modelling language provides a framework for teaching programming methodology based on the famous pre/post-specifications, together with the refinement. We illustrate the call-as-event pattern for helping users to use Event B. As teacher, we are using students to evaluate our methodology and we give comments in italic, when we have got reactions from our students: a given definition, a concept related to our methodology, for instance. We discuss points related to our lectures at different levels of the university, mainly master. Simple case studies illustrate the teaching methodology based on interactive proofs.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Davies:2009:FMF, author = "Jim Davies and Jeremy Gibbons", title = "Formal methods for future interoperability", journal = j-SIGCSE, volume = "41", number = "2", pages = "60--64", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595463", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Interoperability is a key challenge in software engineering, whether expressed in terms of the compatibility of different systems and protocols, in terms of compliance to industry standards, or--increasingly--in terms of the ability to share and re-use data gathered in different contexts. Formal methods are mathematical techniques for the precise description of systems properties and behaviour, and have an important role to play in the future provision of interoperable systems and data. This paper describes that role, and examines the implications for present-day training and education.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2009:TPP, author = "Don Gotterbarn", title = "Thinking professionally: professional computer ethics: ``i didn't do it'' is not good enough", journal = j-SIGCSE, volume = "41", number = "2", pages = "65--66", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595465", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2009:THR, author = "C. Dianne Martin", title = "Taking the high road: ethics on the run: the principle of the ordinary person", journal = j-SIGCSE, volume = "41", number = "2", pages = "66--67", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595466", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2009:RRH, author = "Deepak Kumar", title = "Reflections: rebuilding history\ldots{} again!", journal = j-SIGCSE, volume = "41", number = "2", pages = "67--69", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595467", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2009:TIT, author = "Tony Clear", title = "Thinking {ISsues}: the three p's of capstone project performance", journal = j-SIGCSE, volume = "41", number = "2", pages = "69--70", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595468", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Topi:2009:EAD, author = "Heikki Topi", title = "{IS} education: accreditation of degree programs in information systems", journal = j-SIGCSE, volume = "41", number = "2", pages = "70--71", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595469", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2009:CRR, author = "Raymond Lister", title = "{CS} research: rules for sustaining the discourse --- engage!", journal = j-SIGCSE, volume = "41", number = "2", pages = "72--74", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595470", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2009:CIC, author = "Henry M. Walker", title = "Classroom issues: course descriptions and public relations for computer science", journal = j-SIGCSE, volume = "41", number = "2", pages = "74--75", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595471", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2009:CCCa, author = "Elizabeth K. Hawthorne", title = "Community college corner: exploring {CAP-space}: the next frontier in curricula, assessment and pedagogy", journal = j-SIGCSE, volume = "41", number = "2", pages = "76--77", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595472", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2009:DED, author = "Judith Gal-Ezer", title = "Distance education: different models of course development: from traditional distance education to technology-based education", journal = j-SIGCSE, volume = "41", number = "2", pages = "77--78", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595473", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Turner:2009:IVS, author = "A. Joe Turner", title = "{IFIP} vibes: the {Seoul} accord", journal = j-SIGCSE, volume = "41", number = "2", pages = "78--79", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595474", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2009:PGC, author = "Lisa Kaczmarczyk", title = "Percolations: get a clue: ditch the manual and take the users' cues", journal = j-SIGCSE, volume = "41", number = "2", pages = "79--80", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595475", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Astrachan:2009:BCE, author = "Owen Astrachan", title = "Out-of-the-box: cogito ergo hack", journal = j-SIGCSE, volume = "41", number = "2", pages = "80--81", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595476", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2009:MCS, author = "Peter B. Henderson", title = "Math {CountS}: {SIGCSE} 2009 and {CS} unplugged", journal = j-SIGCSE, volume = "41", number = "2", pages = "81--82", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595477", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2009:CCC, author = "David Ginat", title = "Colorful Challenges: chips game", journal = j-SIGCSE, volume = "41", number = "2", pages = "82--83", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595478", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Parlante:2009:NAT, author = "Nick Parlante", title = "Nifty Assignments: too much inheritance", journal = j-SIGCSE, volume = "41", number = "2", pages = "83--84", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595479", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gutierrez:2009:CSE, author = "Juan M. Guti{\'e}rrez and Ian D. Sanders", title = "Computer science education in {Peru}: a new kind of monster?", journal = j-SIGCSE, volume = "41", number = "2", pages = "86--89", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595481", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Peruvian law requires that prospective school teachers be graduates of institutions which focus on preparing them into the pedagogical aspects of teaching. Unfortunately in the area of computing we believe that the prospective teachers do not receive enough subject specific training. In addition, the legal requirement means that CS graduates, without teaching qualifications, are disadvantaged if they attempt to become teachers. The result is that computer science education in high schools has become sterile and uninteresting. We provide an analysis of the academic status of these future teachers, with recommendations geared towards academic and curricular change in this area.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ibanez:2009:CRU, author = "Jes{\'u}s Ib{\'a}{\~n}ez and Ana S{\'a}nchez", title = "Constructive reduction: understanding uncomputability through programming", journal = j-SIGCSE, volume = "41", number = "2", pages = "90--94", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595482", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We present a programming approach to teach the reduction technique in a computing engineering degree's Computability Theory course. It is based in a computing formalism that allows the students to analyze, construct and transform programs as normal data in a simple way. Reduction can then be tackled in a constructive manner, so that the students benefit from their programming skills to prove uncomputability results without the help of the Parametrization (S-m-n) Theorem. Additionally the method is suitable to be applied to interesting problems that cannot be handled by diagonalization nor classical reduction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bergmann:2009:DKR, author = "Seth D. Bergmann", title = "Degenerate keys for {RSA} encryption", journal = j-SIGCSE, volume = "41", number = "2", pages = "95--98", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595483", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/cryptography2000.bib; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Some keys for the RSA public key cryptosystem fail to encrypt all possible plaintext messages. A necessary and sufficient condition for these degenerate keys is given. The probability of choosing such a key, when choosing keys at random, is presented. The impact of degenerate keys in an academic setting is discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", remark = "This paper points out that the some keys in the RSA may fail to encrypt: instead, they produce an output ciphertext that is identical to the input plaintext. See also \cite{Blakley:1979:RSA,Smith:1979:UFM}", } @Article{Kreeger:2009:STM, author = "Matthew Nicolas Kreeger", title = "Security testing: mind the knowledge gap", journal = j-SIGCSE, volume = "41", number = "2", pages = "99--102", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595484", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Considerable reliance and trust is placed on software performing as expected, even when subjected to malicious treatment. Arguably, the most significant consequences to both the software vendor and the user result from security vulnerabilities being present within released code. To fully appreciate and test for these types of issues knowledge outside of ``general'' software testing techniques is typically required. As such, we were keen to establish whether there was a relationship between the reported, general lack of security testing, and what is currently being taught at the undergraduate level.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garera:2009:CTG, author = "Sujata Garera and Jorge Vasconcelos", title = "Challenges in teaching a graduate course in applied cryptography", journal = j-SIGCSE, volume = "41", number = "2", pages = "103--107", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595485", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We describe our experience in creating and teaching a graduate course in cryptography at the Johns Hopkins University. We emphasize on the importance of such a course for a graduate student in an information security program. We discuss the course implementation and discuss the challenges in teaching this course to students from varied backgrounds. Based on our observations, we suggest specific improvements that could be applied to this course in the future.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Edmondson:2009:PFY, author = "Carol Edmondson", title = "Proglets for first-year programming in {Java}", journal = j-SIGCSE, volume = "41", number = "2", pages = "108--112", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595486", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Applets are little applications. Proglets are little programs. The author advocates the use of proglets in first-year programming courses to encourage students to investigate aspects of the language being taught, to test (parts of) algorithms, and to have fun. The writing of proglets allows beginning students to concentrate on their current concerns without being overwhelmed by the requirement to write assignment quality programs worthy of a fully-trained software engineer. The author has used proglets during three semesters to help students in repeat offerings of first-year programming courses which used Java as the teaching language.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schaub:2009:TCW, author = "Stephen Schaub", title = "Teaching {CS1} with {Web} applications and test-driven development", journal = j-SIGCSE, volume = "41", number = "2", pages = "113--117", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595487", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Teaching client/server web application development in CS1 can help increase student motivation without introducing a heavy curriculum footprint. This paper summarizes the author's experience teaching CS1 for several years using a web application focus. The use of an appropriate web API, good development environment, and Test-Driven Development methodology helps ensure student success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sattar:2009:TAP, author = "Abdul Sattar and Torben Lorenzen", title = "Teach {Alice} programming to non-majors", journal = j-SIGCSE, volume = "41", number = "2", pages = "118--121", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595488", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents the design and implementation of an introductory computer programming course using Alice for non-CS majors. This course gives a broad overview of computer science as an academic discipline and teaches computer programming to non-CS majors in a fun way.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stone:2009:ECH, author = "Jeffrey A. Stone and Darcy L. Medica and Leah Ann Fetsko", title = "Experiences with a {CS1} for the health sciences", journal = j-SIGCSE, volume = "41", number = "2", pages = "122--126", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595489", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer Science (CS) educators are increasingly being tasked to design courses for specific groups of non-majors. This paper reports on an experiment with a CS1-style course for the health sciences. Experiences with offering this course to a cohort of specific health-science majors and with other non-majors are discussed. The results suggest that tailoring a course around a discipline-specific theme may make the course more attractive to students outside rather than inside of the specific discipline. The results also point to the persistent gender gap in CS, as well as the difficulty in translating student success into self-confidence.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2009:APE, author = "Timothy J. Rolfe", title = "The assignment problem: exploring parallelism", journal = j-SIGCSE, volume = "41", number = "2", pages = "127--131", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595490", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The linear assignment problem requires the determination of an optimal permutation vector for the assignment of tasks to agents. Even the backtracking implementation supports a rather powerful bounding function. Since the processing of permutation families (based on low-subscripted vector assignments) can be done independently of each other, one may examine parallel processing strategies, and discovery of instances in which the parallel execution is a very bad idea. Because of article size limitations, this article discusses only backtracking in parallel. A later article will address branch-and-bound in parallel.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lai:2009:DCC, author = "Yiu-chi Lai and Tak-wah Wong", title = "Developing creativity in computer lessons", journal = j-SIGCSE, volume = "41", number = "2", pages = "132--135", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595491", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "When we examine the recent official curriculum documents published by the Curriculum Development Council in Hong Kong, we can observe that generic skills such as Collaboration Skills, Communication Skills, Creativity, Critical Thinking Skills, Problem-solving Skills etc. are identified as fundamental in helping students to learn. As most people agree that creativity is an essential element in the computer world, we are going to discuss the ways to develop students' creative ability in computer lessons in this paper.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Santore:2009:UWC, author = "John Santore and Torben Lorenzen", title = "Use writing class techniques to create software design documents", journal = j-SIGCSE, volume = "41", number = "2", pages = "136--137", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595492", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Undergraduates in our Software Engineering course were able to code well but they wrote technical documents poorly. We found that using writing class techniques such as the use of graded, instructor commented drafts and template documents will considerably improve the quality of student technical writing projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fong:2009:RCS, author = "Philip W. L. Fong", title = "Reading a computer science research paper", journal = j-SIGCSE, volume = "41", number = "2", pages = "138--140", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595493", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This tutorial article highlights some points that a graduate or senior undergraduate student should bear in mind when reading a computer science research paper. Specifically, the reading process is divided into three tasks: comprehension, evaluation and synthesis. The genre of paper review is then introduced as a vehicle for critical reading of research papers. Lastly, guidelines on how to be initiated into the trade of conference and/or journal paper review are given. Designed to be used in a graduate course setting, this tutorial comes with a suggested marking scheme for grading paper reviews with a summary-critique-synthesis structure.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Armoni:2009:CND, author = "Michal Armoni and Mordechai Ben-Ari", title = "The concept of nondeterminism: its development and implications for teaching", journal = j-SIGCSE, volume = "41", number = "2", pages = "141--160", month = jun, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595453.1595495", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Nondeterminism is a fundamental concept in computer science that appears in various contexts such as automata theory, algorithms and concurrent computation. We present a taxonomy of the different ways that nondeterminism can be defined and used; the categories of the taxonomy are domain, nature, implementation, consistency, execution and semantics. An historical survey shows how the concept was developed from its inception by Rabin \& Scott, Floyd and Dijkstra, as well the interplay between nondeterminism and concurrency. Computer science textbooks and pedagogical software are surveyed to determine how they present the concept; the results show that the treatment of nondeterminism is generally fragmentary and unsystematic. We conclude that the teaching of nondeterminism must be integrated through the computer science curriculum so that students learn to see nondeterminism both in terms of abstract mathematical entities and in terms of machines whose execution is unpredictable.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Russell:2009:ACC, author = "Ingrid Russell", title = "Analyzing {CS} competencies using the {SOLO} taxonomy", journal = j-SIGCSE, volume = "41", number = "3", pages = "1--1", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562879", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We have used the SOLO Taxonomy to analyze 5,608 competencies stemming from 734 courses from the faculties of science at Aarhus University and University of Southern Denmark. Both faculties have formulated learning outcomes using this taxonomy. This has made it possible to systematically analyze competencies and compare different science subjects. In this talk, we will explain the analysis and outline our main findings.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fincher:2009:US, author = "Sally Fincher", title = "Useful sharing", journal = j-SIGCSE, volume = "41", number = "3", pages = "2--2", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562881", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Porcheron:2009:BPE, author = "Patrick Porcheron", title = "The {Bologna Process} in {European} education", journal = j-SIGCSE, volume = "41", number = "3", pages = "3--3", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562883", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Bologna Process aims to create a European Higher Education Area by 2010, in which students can choose from a wide and transparent range of high quality courses and benefit from smooth recognition procedures. The Bologna Declaration of June 1999 has put in motion a series of reforms needed to make European Higher Education more compatible and comparable, more competitive and more attractive for Europeans and for students and scholars from other continents (especially from USA). Reform was needed then and reform is still needed today if Europe is to match the performance of the best performing systems in the world, notably the United States and Asia. The talk will present the experience of the design and development of this process in the framework of a leading university in France.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fincher:2009:II, author = "Sally Fincher and Stephen Cooper and Michael K{\"o}lling and Ian Utting", title = "{ILE}-idol", journal = j-SIGCSE, volume = "41", number = "3", pages = "4--5", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562885", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This panel will showcase and compare three leading Initial Learning Environments (ILE): Alice, Greenfoot and Scratch.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Buendia:2009:IAD, author = "F{\'e}lix Buend{\'\i}a and Juan Carlos Cano and Jos{\'e} Vicente Benlloch", title = "An instructional approach to drive computer science courses through virtual learning environments", journal = j-SIGCSE, volume = "41", number = "3", pages = "6--10", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562887", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Nowadays, many universities have adopted Virtual Learning Environments for delivering and distributing educational resources. In the context of Computer Science (CS) courses, the use of these environments addresses several issues ranging from the application of instructional strategies to the selection of the most adequate learning platform. In this work, we propose an instructional approach to drive CS courses through virtual learning environments. The concept of driving a CS course adds a pedagogical value to the classical approach delivering educational resources. This pedagogical value is supported by applying instructional methods based on pedagogical patterns to design specific components of CS courses. The use of these pedagogical patterns helps to guide the deployment of Virtual Learning Environments (VLE) in CS courses enabling a connection between the course requirements and the VLE features. We have evaluated the proposed approach using an example of VLE called Poliformat. The evaluation focuses on the platform role as the road to drive Operating System courses during the 2005-06, 2006-07 and 2007-08 academic years. The evaluation results have contributed to a better understanding of how virtual learning environments can be used in CS courses and they confirm the benefits of applying instructional based approaches.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Denny:2009:CCT, author = "Paul Denny and Andrew Luxton-Reilly and John Hamer and Helen Purchase", title = "Coverage of course topics in a student generated {MCQ} repository", journal = j-SIGCSE, volume = "41", number = "3", pages = "11--15", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562888", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "A recent approach to engaging students in deep learning involves an online tool, PeerWise, through which students contribute multiple-choice questions to a shared question bank. Earlier work demonstrated a strong correlation between the use of PeerWise and student performance. In this study we investigate the quality of the MCQ repository created by students in an introductory programming course by analysing the range of topics on which students chose to write questions (i.e.~the repository coverage) without guidance from an instructor. We assess the repository coverage by comparing it with a common list of typical introductory programming topics, and by looking at its extent. We find that, despite having freedom to choose any topic, students created a repository that covered all the major topics in the curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Townsend:2009:UGS, author = "Gloria Childress Townsend", title = "Using a groupware system in {CS1} to engage introverted students", journal = j-SIGCSE, volume = "41", number = "3", pages = "16--20", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562889", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Concern with declining numbers of computer science majors leads educators to examine recruitment and retention factors in Computer Science I (CS1), in order to increase the number of students entering the undergraduate computer science pipeline. The literature reveals that introverted students dominate the CS1 classroom at a rate more than twice that of the general population and that the students perform better in the course as a group than extraverts do. Therefore, increasing the comfort level and engagement of introverted students seems practical --- as well as thoughtful. The author of this paper hypothesizes that encouraging students to use an anonymous submission feature in a groupware system will increase the comfort of shy students who are reluctant to engage in the CS1 classroom. A study reveals a significant difference between a group of students who used the same groupware system without instruction regarding the groupware system's anonymous feature and a treatment group of students who received instruction and were encouraged to use the anonymous feature. The project also uncovers several significant correlations among students' responses to various items in the survey instrument.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Radenski:2009:FCM, author = "Atanas Radenski", title = "Freedom of choice as motivational factor for active learning", journal = j-SIGCSE, volume = "41", number = "3", pages = "21--25", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562891", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Freedom to choose what, when, and how to contribute in a learning process can motivate students to actively engage and achieve more in their studies. However, freedom of choice complicates course management and may deter instructors from allowing such freedom. Our approach is to utilize existing functionality of course management systems such as Moodle to automatically facilitate and coordinate free student choices and provide much needed relief for instructors at the same time. Using Moodle we have developed novel digital study packs that blend freedom of choice with guidance and control. Our survey shows that assisted freedom of choice is ranked highest in 51\% of student responses --- in contrast to unlimited choice at 28\% or no choice at all at 21\%. Experience reported in this paper may be beneficial for instructors who would like to expand their courses with new motivational learning techniques.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bauer:2009:SVO, author = "Christine Bauer and Kathrin Figl and Michael Derntl and Peter Paul Beran and Sonja Kabicher", title = "The student view on online peer reviews", journal = j-SIGCSE, volume = "41", number = "3", pages = "26--30", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562892", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Peer review is used as an effective quality assurance measure in many contexts, including science, business, programming or education. In education, several studies confirmed the positive effects of peer reviewing on student learning. Based on recent research concerning the role of media in the peer review process this study investigates how students perceive the process, content and effects of peer reviews. We also analyze students' opinions on different modes of peer reviewing activities, e.g., online vs. face-to-face reviewing. In the context of a computer science course on scientific writing, these research questions were addressed by administering an online questionnaire (n=38) and analysis using quantitative and qualitative methods. Results indicate that students value the peer review activity, take peer reviews seriously and provide comprehensive and constructive reviews. Findings also show that students prefer written online reviews with the possibility of oral follow-up questions to reviewers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sondergaard:2009:LPD, author = "Harald Sondergaard", title = "Learning from and with peers: the different roles of student peer reviewing", journal = j-SIGCSE, volume = "41", number = "3", pages = "31--35", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562893", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "There are many different approaches to student peer assessment. In this paper I lay out the pedagogical philosophy behind my own use of student peer reviews. These should not only be seen as adding to the amount of formative feedback in a class, nor are they only about the development of certain higher-order cognitive skills. Properly aligned with an overall assessment strategy, peer reviewing can help build a stronger learning community. I describe such a strategy and my experience using PRAZE, an online tool for student peer reviewing, as well as students' response to the tool and its use.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blaheta:2009:DCE, author = "Don Blaheta", title = "Democracy in the classroom: an exercise for the first days of {CS1}", journal = j-SIGCSE, volume = "41", number = "3", pages = "36--39", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562895", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Selecting a first-day activity for CS1 is an important way to set the scene for an introduction to computer science. This paper presents the task of counting votes as an accessible vehicle for lessons on algorithms, data management, parallel processing, and other key computational ideas.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mahmoud:2009:AKI, author = "Qusay H. Mahmoud and Thanh Ngo and Razieh Niazi and Pawel Popowicz and Robert Sydoryshyn and Matthew Wilks and Dave Dietz", title = "An academic kit for integrating mobile devices into the {CS} curriculum", journal = j-SIGCSE, volume = "41", number = "3", pages = "40--44", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562896", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper we present our freely available academic kit to help universities in integrating mobile devices into the Computer Science (CS) curriculum. The kit was designed and developed at the Centre for Mobile Education and Research at the University of Guelph, and includes instructors' resources for introducing and teaching mobile application development. The first release of the kit includes the teaching material for a full introductory course on mobile application development, and concrete teaching modules for integrating mobile devices into courses on software engineering, game design and development, web services, information security, and operating systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Garcia-Mateos:2009:CAD, author = "Gin{\'e}s G{\'a}rcia-Mateos and Jos{\'e} Luis Fern{\'a}ndez-Alem{\'a}n", title = "A course on algorithms and data structures using on-line judging", journal = j-SIGCSE, volume = "41", number = "3", pages = "45--49", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562897", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "High dropout rates are commonly the main problem we must face in Computer Science degrees. There are two main causes of dropout: the implicit complexity of the matter, and a lack of motivation among students. The second-year programming course of our university suffered dropout rates of over 70\% of the more than three hundred enrolled students. In order to overcome this problem, we have adopted a new teaching methodology based on two key ideas: replacing the traditional final exam with a series of activities in a continuous evaluation context; and making those activities more appealing to the students. In particular, most of the activities are designed as on-line programming competitions; they are carried out by using a web-based automatic evaluation system, the on-line judge. Experimental results show the high effectiveness of the proposed approach. On average, the dropout rate decreased to 45\% while the pass rate doubled. Some strategies are used to ensure the authorship of the programs and to detect source code plagiarism.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sitaraman:2009:ESS, author = "Murali Sitaraman and Jason O. Hallstrom and Jarred White and Svetlana Drachova-Strang and Heather K. Harton and Dana Leonard and Joan Krone and Rich Pak", title = "Engaging students in specification and reasoning: ``hands-on'' experimentation and evaluation", journal = j-SIGCSE, volume = "41", number = "3", pages = "50--54", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562899", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We introduce a ``hands-on'' experimentation approach for teaching mathematical specification and reasoning principles in a software engineering course. The approach is made possible by computer-aided analysis and reasoning tools that help achieve three central software engineering learning outcomes: (i) Learning to read specifications by creating test points using only specifications; (ii) Learning to use formal specifications in team software development while developing participating components independently; and (iii) Learning the connections between software and mathematical analysis by proving verification conditions that establish correctness for software components. Experimentation and evaluation results from two institutions show that our approach has had a positive impact.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gibson:2009:SRP, author = "J. Paul Gibson", title = "Software reuse and plagiarism: a code of practice", journal = j-SIGCSE, volume = "41", number = "3", pages = "55--59", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562900", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In general, university guidelines or policies on plagiarism are not sufficiently detailed to cope with the technical complexity of software. Software plagiarism can have a significant impact on a student's degree result, particularly in courses were there is a significant emphasis on large-scale projects. We argue that a policy for software reuse is the most explicit, and fair, way of overcoming this problem. In our policy, we specify the notion of software to cover all the documents that are generally built during the engineering of a software system --- analysis, requirements, validation, design, verification, implementation and tests. Examples are used to show acceptable and unacceptable forms of reuse, mostly at the design, testing and implementation stages. These examples are represented in Java, although they should be easily understood by anyone with software engineering experience. We conclude with a simple code of practice for reuse of software based on a file-level policy, combined with emphasis on re-using only what is rigorously verified.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Christensen:2009:STA, author = "Henrik B{\ae}rbak Christensen", title = "A story-telling approach for a software engineering course design", journal = j-SIGCSE, volume = "41", number = "3", pages = "60--64", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562901", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Advanced programming and software engineering techniques are challenging to learn due to their inherent complexity. However, to the average student they are even more challenging because they have never experienced the context in which the techniques are appropriate. For instance, why learn design patterns to increase maintainability when student exercises are never maintained? In this paper, we outline the contextual problems that software engineering teaching has to deal with and present a story telling approach for course design as a remedy. We outline the stories that over the last five years have structured lecturing and mandatory exercises for our advanced programming/software engineering course, and present benefits, liabilities, and experiences with the approach comparing it to the normal, topic structured, course design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blume:2009:CSC, author = "Lil Blume and Ron Baecker and Christopher Collins and Aran Donohue", title = "A ``communication skills for computer scientists'' course", journal = j-SIGCSE, volume = "41", number = "3", pages = "65--69", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562903", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes ``Communication Skills for Computer Scientists,'' a novel undergraduate course at the University of Toronto. We describe in detail the three major instructional streams of the course: writing, speaking, and interpersonal communications. We present a novel approach to teaching writing, interactive multimedia web technology to teach public speaking, and specific interpersonal skills training as the integral parts of the course. We contribute a detailed description of the curriculum and report measures of success, both quantitative data and reactions from students in their own words.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Megias:2009:FTA, author = "David Megias and Wouter Tebbens and Lex Bijlsma and Francesc Santanach", title = "Free technology academy: a {European} initiative for distance education about free software and open standards", journal = j-SIGCSE, volume = "41", number = "3", pages = "70--74", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562904", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "More and more people and organisations embrace Free Software (FS) and Open Standards (OS). However a lack of knowledge holds back their massive adoption. The Free Technology Academy will address this by setting up a virtual campus offering course modules on these topics to become a showcase of a virtual campus based on FS, OS and the use of Open Educational Resources. This distance learning programme will enable IT professionals, students, teachers and decision makers to upgrade knowledge and acquire relevant skills on free technologies. The FTA is realised by an international consortium and welcomes other interested parties to join the network.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{White:2009:RRT, author = "Su White and Alastair Irons", title = "Relating research and teaching: learning from experiences and beliefs", journal = j-SIGCSE, volume = "41", number = "3", pages = "75--79", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562905", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The relationship between research and teaching has possible benefits and inherent tensions. Exploring the potentially beneficial relationship is of interest and possible value to faculty, students, and stakeholders. Much of the existing literature has described approaches using a vocabulary derived from the soft/applied social science fields of study, a view-point which may in some ways be problematic. This paper examines the relationship between research and teaching in the undergraduate curriculum from a perspective of the computing disciplines. It compares and contrasts evidence of the beliefs and experiences of faculty about the relationship between research and teaching. It presents and analyses the result of surveys which gathered data to explore their understandings inter-relationship of research and teaching; in the curriculum; and as it is delivered, and experienced in the lab, seminar room and lecture hall. This research builds on existing work developed in a preliminary study which examined ways in which synergies between research and teaching could be achieved, particularly in the 'hard/applied' areas of the curriculum. It analyses data from the 'research-intensive' and the 'teaching-intensive' institutions. Having identified typical activities in the computing disciplines, it places them in the context of existing theoretical models.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Steenkiste:2009:UCW, author = "Peter Steenkiste", title = "The use of a controlled wireless testbed in courses", journal = j-SIGCSE, volume = "41", number = "3", pages = "80--84", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562907", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Wireless networking has become a popular topic in both undergraduate and graduate courses. However, putting together good assignments in wireless networking is difficult because the behavior of the wireless network depends strongly on the physical environment. We have used a wireless networking testbed based on signal propagation emulation in a number of wireless networking courses. The wireless emulator supports highly realistic experiments, while also offering a high degree of control and repeatability. This combination is very useful in a teaching context. In this paper we give an overview of the wireless emulator and we describe how it was used to support assignments and open-ended projects in several courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sturgeon:2009:WEV, author = "Thomas Sturgeon and Colin Allison and Alan Miller", title = "802.11 wireless experiments in a virtual world", journal = j-SIGCSE, volume = "41", number = "3", pages = "85--89", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562908", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes the design and implementation of an 802.11 wireless laboratory within a Multi-User Virtual Environment (MUVE). The laboratory allows students and lecturers to create their own 802.11 scenarios by: (i) selecting and placing components such as base stations and laptops within the immersive $3$D landscape; (ii) defining how traffic flows between these different network components; and (iii) where appropriate specifying the movements of nodes. This information is sent outside of the MUVE and translated into a set of commands for the ns2 simulator, which then generates the simulation. The results of the simulation are sent back to the MUVE, where a $3$D animation of the wireless communication is presented to learners interacting with the system. Learners are therefore able to set up and observe wireless phenomena such as the hidden and exposed node problems and to experiment by changing parameters such as packet loss and RTS/CTS threshold. The enabling framework behind the laboratory takes advantage of language independent, distributed resource management and stateful interaction through the use of web services.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Said:2009:DDA, author = "Huwida E. Said and Mario A. Guimaraes and Zakaria Maamar and Leon Jololian", title = "Database and database application security", journal = j-SIGCSE, volume = "41", number = "3", pages = "90--93", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562909", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper focuses on the emerging importance of database and application security, textbooks and other supplementary materials to teach these topics and where to place these topics in a curriculum. The paper emphasizes (1) the growing concerns of database technologies and database applications, (2) existing books and supporting materials, and (3) and Zayed University's approach to teaching these topics. At Zayed, we incorporate database and database application security in two different courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Curzon:2009:EIR, author = "Paul Curzon and Peter W. McOwan and Quintin I. Cutts and Tim Bell", title = "Enthusing \& inspiring with reusable kinaesthetic activities", journal = j-SIGCSE, volume = "41", number = "3", pages = "94--98", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562911", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We describe the experiences of three University projects that use a style of physical, non-computer based activity to enthuse and teach school students computer science concepts. We show that this kind of activity is effective as an outreach and teaching resource even when reused across different age/ability ranges, in lecture and workshop formats and for delivery by different people. We introduce the concept of a Reusable Outreach Object (ROO) that extends Reusable Learning Objects. and argue for a community effort in developing a repository of such objects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Taub:2009:ECU, author = "Rivka Taub and Mordechai Ben-Ari and Michal Armoni", title = "The effect of {CS} unplugged on middle-school students' views of {CS}", journal = j-SIGCSE, volume = "41", number = "3", pages = "99--103", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562912", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Many students hold incorrect views of what computer science (CS) is, and they have negative attitudes towards the field. In order to address these difficulties, a series of learning activities called Computer Science Unplugged was developed by Bell et al. [3]. These activities expose young people to central concepts in CS in an entertaining way, without requiring a computer. Using questionnaires and interviews, we examined the effect of the activities on middle-school students' views of CS, specifically, on their views of: (a) the nature of CS; (b) the characteristics of computer scientists and work in CS; (c) the variety of employment in CS. The results indicate that 'although the students generally understood what CS is' they perceived the computer as the essence of CS and not primarily as a tool, contrary to the intention of the CS Unplugged activities. We suggest additions to the activities intended to increase the change in the views of CS that students have.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Al-Bow:2009:UGC, author = "Mohammed Al-Bow and Debra Austin and Jeffrey Edgington and Rafael Fajardo and Joshua Fishburn and Carlos Lara and Scott Leutenegger and Susan Meyer", title = "Using game creation for teaching computer programming to high school students and teachers", journal = j-SIGCSE, volume = "41", number = "3", pages = "104--108", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562913", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper we describe a two-week residential summer game camp for rising 9th and 10th grade students and a four-week high school teacher professional development course. We present survey results that indicate our approach results in increased computer programming knowledge and self-confidence for both students and teachers. Our project aims to use a holistic game creation approach to increase student interest in computer science by directly teaching to students in a summer camp, instructing the teachers during a 4-week professional development course, and finally by supporting teachers as they use our curriculum in their high schools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2009:IPC, author = "David Ginat", title = "Interleaved pattern composition and scaffolded learning", journal = j-SIGCSE, volume = "41", number = "3", pages = "109--113", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562915", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "One of the essential skills required in the design of computer programs is the composition of design patterns in an interleaved way. We expect both beginners and senior students to demonstrate competence with this skill. Are they competent? Not quite. We found that both novices and seniors demonstrate disturbing difficulties with interleaved pattern composition. In order to address these difficulties, we developed a scaffolding instruction approach, which we applied with students. We display our findings, our approach, and the approach implementation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Erkan:2009:ERT, author = "Ali Erkan and Sam Newmark and Nicolas Ommen", title = "Exposure to research through replication of research: a case in complex networks", journal = j-SIGCSE, volume = "41", number = "3", pages = "114--118", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562916", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper is primarily about introducing students to research. Specifically, we present a method where students get to redo the simulations behind a few of the most cited research papers in complex networks. We also outline the design of a course that provides the context for this experimentation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Velazquez-Iturbide:2009:ALG, author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide and Antonio P{\'e}rez-Carrasco", title = "Active learning of greedy algorithms by means of interactive experimentation", journal = j-SIGCSE, volume = "41", number = "3", pages = "119--123", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562917", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Greedy algorithms are one of the most common algorithm design techniques. Despite their apparent simplicity, their design is a demanding task. As a consequence, they are usually taught and learnt in a passive way. In this paper, we make a new proposal aimed at active learning of greedy algorithms. The paper contains two main contributions. First, we introduce a novel approach to their active learning, based on experimentation with and evaluation of alternative greedy strategies for a given problem. Second, we present a family of interactive assistants designed to support this approach. The assistants were evaluated for their usability in real lab situations, having obtained high scores from students as well as useful information to enhance them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gunion:2009:CRA, author = "Katherine Gunion and Todd Milford and Ulrike Stege", title = "Curing recursion aversion", journal = j-SIGCSE, volume = "41", number = "3", pages = "124--128", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562919", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper outlines a pilot study which expands the age range of students exposed to computer science through interesting and engaging activities. Through this engagement, the number of students who understood and recognized the concepts covered increased. We hypothesize that these activities can increase the number of students who pursue post-secondary computer science. We present a unique recursion curriculum that exposes nine students aged 11-14 through hands-on experience over a 7 week period at the University of Victoria, Canada. The curriculum was comprised of progressively challenging ``unplugged'' activities and included programming applications with the Logo based programming language MicroWorlds EX. Curriculum, classroom experience, preliminary results and next steps are discussed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Perrenet:2009:DBA, author = "Jacob Perrenet", title = "Differences in beliefs and attitudes about computer science among students and faculty of the {Bachelor} program", journal = j-SIGCSE, volume = "41", number = "3", pages = "129--133", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562920", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Becoming a (computer) scientist involves more than learning knowledge and skills. The development of the professional attitude towards the discipline and the professional beliefs can be seen as a process of enculturation. In this study attitudes and beliefs of Computer Science students of the first, second and third Bachelor year, are compared with the beliefs and attitudes of the faculty of the department. The study shows enculturation at some aspects: attitudes and beliefs change into the direction of those of the faculty. At some other aspects, however, change occurs in the opposite direction. For a series of aspects, students halfway the first year already have attitudes and beliefs similar to those of the faculty.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pargas:2009:WWT, author = "Roy P. Pargas and Samuel Bryfczynski", title = "What were they thinking?", journal = j-SIGCSE, volume = "41", number = "3", pages = "134--138", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562921", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes GraphPad, a web-based software tool designed not only to help an instructor of a CS2 or CS7 (data structures) course deliver content and assess student performance, but also to provide an instructor with the unique ability to observe and understand how students solve problems by replaying the students' solutions. GraphPad works with Tablet PCs or PCs with attached WACOM tablets. We describe how GraphPad enables an instructor to: establish a temporary network with the instructor's Tablet as server and the students' Tablets as clients, broadcast instructions and collect student Ink responses, evaluate student submissions and distribute evaluations with a single button-click, use student submissions as examples to guide lecture, and save student submissions in a database. The saved submissions may be replayed and reviewed individually, tagged for errors, and analyzed statistically. We are currently using GraphPad almost daily in a data structures course. A long term goal is to analyze data collected by GraphPad to help understand the thought process of computer science students for the purpose of identifying students at risk early in order to provide intervention assistance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{DAntonio:2009:URC, author = "Lawrence D'Antonio and Roger Boyle and Amruth Kumar and Logan Muller and Claudia Roda and Matti Tedre", title = "Undergraduate research in {CS}: a global perspective", journal = j-SIGCSE, volume = "41", number = "3", pages = "139--140", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562923", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This panel will consider the issues related to undergraduate research in computer science from a global perspective. Panelists from different countries and varied backgrounds will relate their experiences in conducting such research.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Miura:2009:AGI, author = "Motoki Miura and Taro Sugihara and Susumu Kunifuji", title = "{Anchor Garden}: an interactive workbench for basic data concept learning in object oriented programming languages", journal = j-SIGCSE, volume = "41", number = "3", pages = "141--145", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562925", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We propose Anchor Garden (AG), an interactive workbench software for learning fundamentals of data structures with the concepts of type, variable, object, and their relations in a strongly typed object-oriented programming language (OOPL) such as Java or C\#. Learners can approach the basic data-handling concepts of OOPLs by direct manipulation of graphical models in AG. In addition, the learner can correlate his/her manipulation and notation of source code because AG automatically generates appropriate source-code corresponding to this manipulation. Experimental results showed a tendency of a learning effect with AG and high correlations between concept understanding and programming ability. Thus, AG has the potential to enhance the programming ability of novice programmers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2009:EMB, author = "Guido R{\"o}{\ss}ling and Andreas Kothe", title = "Extending {Moodle} to better support computing education", journal = j-SIGCSE, volume = "41", number = "3", pages = "146--150", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562926", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Learning Management Systems such as Moodle are popular teaching tools with a broad spectrum of features. However, several aspects relevant for computing education are typically missing. This includes the annotation of materials, such as scripts or exercises, the inclusion of slides, and the integration of algorithm visualizations. We present Moodle activities that add these features to Moodle.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Villalobos:2009:DPS, author = "Jorge A. Villalobos and Nadya A. Calderon and Camilo H. Jim{\'e}nez", title = "Developing programming skills by using interactive learning objects", journal = j-SIGCSE, volume = "41", number = "3", pages = "151--155", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562927", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "After several years of teaching programming using an active learning approach, we present our Interactive Learning Objects (ILOs) as one of the components that reinforce our pedagogical model, by supporting the generation of high-level programming skills. In this paper, we suggest a multi-dimension taxonomy for ILOs and present the experimentation developed to evaluate the impact of these objects within our CS courses", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rodrigo:2009:ABP, author = "Ma. Mercedes T. Rodrigo and Ryan S. Baker and Matthew C. Jadud and Anna Christine M. Amarra and Thomas Dy and Maria Beatriz V. Espejo-Lahoz and Sheryl Ann L. Lim and Sheila A. M. S. Pascua and Jessica O. Sugay and Emily S. Tabanao", title = "Affective and behavioral predictors of novice programmer achievement", journal = j-SIGCSE, volume = "41", number = "3", pages = "156--160", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562929", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We study which observable affective states and behaviors relate to students' achievement within a CS1 programming course. To this end, we use a combination of human observation, midterm test scores, and logs of student interactions with the compiler within an Integrated Development Environment (IDE). We find that confusion, boredom and engagement in IDE-related on-task conversation are associated with lower achievement. We find that a student's midterm score can be tractably predicted with simple measures such as the student's average number of errors, number of pairs of compilations in error, number pairs of compilations with the same error, pairs of compilations with the same edit location and pairs of compilations with the same error location. This creates the potential to respond to evidence that a student is at-risk for poor performance before they have even completed a programming assignment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2009:FER, author = "Raymond Lister and Colin Fidge and Donna Teague", title = "Further evidence of a relationship between explaining, tracing and writing skills in introductory programming", journal = j-SIGCSE, volume = "41", number = "3", pages = "161--165", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562930", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper reports on a replication of earlier studies into a possible hierarchy of programming skills. In this study, the students from whom data was collected were at a university that had not provided data for earlier studies. Also, the students were taught the programming language ``Python'', which had not been used in earlier studies. Thus this study serves as a test of whether the findings in the earlier studies were specific to certain institutions, student cohorts, and programming languages. Also, we used a non-parametric approach to the analysis, rather than the linear approach of earlier studies. Our results are consistent with the earlier studies. We found that students who cannot trace code usually cannot explain code, and also that students who tend to perform reasonably well at code writing tasks have also usually acquired the ability to both trace code and explain code.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ma:2009:IMM, author = "Linxiao Ma and John Ferguson and Marc Roper and Isla Ross and Murray Wood", title = "Improving the mental models held by novice programmers using cognitive conflict and {Jeliot} visualisations", journal = j-SIGCSE, volume = "41", number = "3", pages = "166--170", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562931", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts which can limit their potential to develop appropriate programming skills. Previous work by the authors suggests that a teaching model that integrates cognitive conflict and program visualisation can help novices formulate appropriate mental models. This paper first outlines a 'concepts roadmap' that provides an ordered approach to learning programming concepts allowing students to build on fundamental base knowledge. It then reports the results of a series of studies investigating the use of the Jeliot visualisation tool as the visualisation component of the proposed learning model when applied to these concepts. The findings include: the ease with which Jeliot can be tailored to visualise a range of concepts using a variety of examples; the Jeliot visualisation of object reference was too complex for CS1 students; further evidence that CS1 students struggle to develop appropriate understanding of a range of key programming concepts; and, further evidence that an integrated cognitive conflict/visualisation strategy can help students develop an appropriate understanding of key programming concepts.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cukierman:2009:AEP, author = "Diana Cukierman and Donna McGee Thompson", title = "The academic enhancement program: encouraging students to learn about learning as part of their computing science courses", journal = j-SIGCSE, volume = "41", number = "3", pages = "171--175", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562933", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Academic Enhancement Program (AEP) at Simon Fraser University has been created to support student learning by integrating activities that introduce students to basic learning theory and strategies into core first-year Computing Science (CS) courses. Program activities include two required workshops run specifically for the CS courses, tailored to course topics. The AEP also includes a third ``Elective'' component that encourages students to learn about a topic of their choice related to student success and wellness. Students receive course marks for these activities. In this paper we describe how we have developed the program over the past three years and present results about the perceived usefulness of these activities both from student survey responses and from interviews with academic advisors. We also discuss lessons learned. Our findings indicate that such practices are of general benefit to our student population and are promising to address students' academic challenges, possibly having a positive impact on retention.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2009:NCV, author = "Amruth N. Kumar", title = "Need to consider variations within demographic groups when evaluating educational interventions", journal = j-SIGCSE, volume = "41", number = "3", pages = "176--180", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562934", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Traditionally, educational interventions in Computer Science have been studied for their effect on entire classes, or specific demographic groups. But, in our studies, we have found that often, significant interactions exist among demographic groups. Treating demographic groups as homogeneous groups when evaluating educational interventions in Computer Science could miss subtle interactions among the groups.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mostrom:2009:CSS, author = "Jan Erik Mostr{\"o}m and Jonas Boustedt and Anna Eckerdal and Robert McCartney and Kate Sanders and Lynda Thomas and Carol Zander", title = "Computer science student transformations: changes and causes", journal = j-SIGCSE, volume = "41", number = "3", pages = "181--185", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562935", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We examine the transformations experienced by students during their study of computing. These transformations led to changes in the students' perceptions of computer science, in their sense of identity as computer scientists, their behavior and their confidence. The changes are caused by learning or using particular concepts, and often associated with writing computer programs, learning new programming languages, or interacting with peers.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lasserre:2009:ATB, author = "Patricia Lasserre", title = "Adaptation of team-based learning on a first term programming class", journal = j-SIGCSE, volume = "41", number = "3", pages = "186--190", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562937", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "First year computer science programming has always been a challenge for many students as the course expectation is not only for them to be able to understand programming concepts, but also to produce creative solutions to problems. Team-based learning seems a natural solution to increase the amount of practice each student will get, and to increase students' interest and confidence. The initial results of these two years of experimentation with team-based learning suggests that it helps reduce the dropping rate in the class to a reasonable level (10\%) and give greater confidence to students in their ability to succeed. In this paper, we present how team-based learning has been adapted for our first semester programming class and we discuss the advantages of this techniques and difficulties encountered.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2009:PYP, author = "Judith Gal-Ezer and Tamar Vilner and Ela Zur", title = "The professor on your {PC}: a virtual {CS1} course", journal = j-SIGCSE, volume = "41", number = "3", pages = "191--195", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562938", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Open University of Israel, a distance education institution with open admissions, offers a study system that was primarily based on written material. When we designed the new CS1 course in 2005, shifting from C++ to Java, we also switched from a course based on written material, to one based on videotaped lectures, which the students watch on PCs. Shifting to Java is an enormous challenge, however, we were also concerned about the new study method. Therefore, we conducted a study to determine how the students respond to the new and different environment, in terms of both learning and technical operation. The findings show that this method of study is at least as efficient as the previous one. The students' attitude to the new study method was positive and supportive of the new approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sooriamurthi:2009:IAD, author = "Raja Sooriamurthi", title = "Introducing abstraction and decomposition to novice programmers", journal = j-SIGCSE, volume = "41", number = "3", pages = "196--200", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562939", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper discusses a learning exercise we use in our beginning programming classes to introduce students to the concepts of abstraction and decomposition. The assignment is to write a perpetual calendar generation program: given a month and a year the program will display the correct monthly calendar. The learning goals of the exercise include how to decompose a large problem into smaller pieces and how to specify what each piece needs to do. This exercise helps students learn the process of incremental and iterative development. More than the actual solution, the value of this exercise is in the several themes of software development that are discussed during its development. We have successfully used this assignment for several years in a variety of CS1/CS2 programming environments (Pascal, C, Java and .net) and also as a Java servlet based web application exercise. Over this period, the case-study has received very favorable feedback from students as to its interestingness and pedagogical value.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Curzon:2009:CTC, author = "Paul Curzon and Joan Peckham and Harriet Taylor and Amber Settle and Eric Roberts", title = "Computational thinking {(CT)}: on weaving it in", journal = j-SIGCSE, volume = "41", number = "3", pages = "201--202", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562941", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schocken:2009:VMA, author = "Shimon Schocken", title = "Virtual machines: abstraction and implementation", journal = j-SIGCSE, volume = "41", number = "3", pages = "203--207", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562943", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Various forms of virtualization play key roles in the construction and usage of diverse system artifacts ranging from modern compilers to hardware migration to mobile computing. Virtualization is also a powerful concept on cognitive grounds, requiring considerable abstraction skills and modeling abilities. We present a methodology, a software tool, and a set of instructional resources designed to expose students to virtual machines, focusing on both abstraction and implementation issues. An early version of our methodology appeared in a book form [4] in which we describe how to build a complete computer system --- hardware and software --- in one semester. Recently we've re-written our VM emulation software and consolidated all our VM materials into a web site that supports a stand-alone module on virtual machines [5]. This module can be plugged into many system-oriented CS courses. All the resources that we present are freely available in open source and are presently used successfully in several universities.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2009:BPA, author = "Jeffrey L. Popyack", title = "Blackjack-playing agents in an advanced {AI} course", journal = j-SIGCSE, volume = "41", number = "3", pages = "208--212", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562944", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Blackjack is a multi-player card game in which each player makes a sequence of decisions based on a partially-observed game state that evolves under uncertainty. In its casino variant, Blackjack is typically played as a set of separate contests, each involving a player and the dealer, whose decisions are determined according to a published, fixed policy. We have developed and used a sequence of assignments for an advanced artificial intelligence course in which students determine an optimal strategy for Blackjack, modeled as a Markov Decision Process. The course culminates in a Blackjack tournament in which agents employ policies students have determined through their analyses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ernst:2009:HCD, author = "Daniel J. Ernst and Daniel E. Stevenson and Paul J. Wagner", title = "Hybrid and custom data structures: evolution of the data structures course", journal = j-SIGCSE, volume = "41", number = "3", pages = "213--217", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562945", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The topic of data structures has historically been taught with two major focuses: first, the basic definition and implementation of a small set of basic data structures (e.g., list, stack, queue, tree, graph), and second, the usage of these basic data structures as provided by a data structures framework in solving larger application problems. We see a further evolution of data structures to include new generations of hybrid and custom data structures, implying that our students must not only understand how to use these new data structures but that they continue to understand low-level implementation issues so that they can develop the next generation of data structures needed in the future. We suggest that the data structures course evolve to reflect these new generations of data structures.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pharr:2009:PPD, author = "Walter M. Pharr and Christopher W. Starr and Caroline S. Starr", title = "Paired professional development: a methodology for continued professional development in computer science", journal = j-SIGCSE, volume = "41", number = "3", pages = "218--222", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562947", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We describe a study group methodology called paired professional development (PPD) for use by faculty members for continuing education. The methodology brings exactly two colleagues together for cooperative study within a topic area over an extended period of time. Paired professional development is grounded in the practice of study groups, collaborative learning and high-impact educational practices, and is similar to pair programming in structure and benefits.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Zander:2009:LSN, author = "Carol Zander and Lynda Thomas and Beth Simon and Laurie Murphy and Ren{\'e}e McCauley and Brian Hanks and Sue Fitzgerald", title = "Learning styles: novices decide", journal = j-SIGCSE, volume = "41", number = "3", pages = "223--227", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562948", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We present what students say about their preferred learning style to succeed in introductory programming. Using the Felder-Silverman learning styles, students contrasted the 'best' learning style for programming with the 'best' for learning mathematics. Overall students believe that while they learn mathematics using a reflective style, learning to program is significantly more active. They also believe learning mathematics has a strong verbal component, whereas learning programming is primarily visual.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Al-Barakati:2009:EVR, author = "Nouf M. Al-Barakati and Arwa Y. Al-Aama", title = "The effect of visualizing roles of variables on student performance in an introductory programming course", journal = j-SIGCSE, volume = "41", number = "3", pages = "228--232", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562949", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The use of variables in computer programming is one of the difficulties faced by students enrolled in introductory level programming classes. The Roles of Variables (ROV) concept associates small comprehensible roles to variables to help novice programmers comprehend how variables should be used. This paper describes an experiment that was conducted to test the effect of different engagement levels with ROV visualization on student programming skills. 91 Female students at King Abdul Aziz University (KAU), Jeddah, Saudi Arabia, participated in the experiment. The students were divided into three groups where they all had the ROV concept explained to them in a traditional classroom setting, but were given different visualization treatments during lab sessions. Results showed that while viewing the ROV visualization significantly improved student debugging skills, no other significant effects on student programming skills were reported.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dee:2009:WWS, author = "Hannah M. Dee and Karen E. Petrie and Roger D. Boyle and Reena Pau", title = "Why are we still here?: experiences of successful women in computing", journal = j-SIGCSE, volume = "41", number = "3", pages = "233--237", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562951", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes a study into the attitudes and experiences of women at three distinct stages of the career pipeline: undergraduate, graduate student, and staff. Computing has often been likened to a ``leaky pipeline'' for women, so this work aims to consider various aspects of the student experience from the perspective of those who have in some sense succeeded and got at least as far as studying the subject at degree level. Through concentrating on the opinions and experiences of women who have persisted (and in some sense, done well) in computing, the authors hope to accentuate the positive: rather than work out what makes women drop out of computing, we instead consider what makes them stay.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Doerschuk:2009:IBP, author = "Peggy Doerschuk and Jiangjiang Liu and Judith Mann", title = "{INSPIRED} broadening participation: first year experience and lessons learned", journal = j-SIGCSE, volume = "41", number = "3", pages = "238--242", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562952", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Increasing Student Participation in Research Development Program ('INSPIRED') is designed to increase participation of women and underrepresented minorities in computing. It is a comprehensive program whose goals are to attract, retain and transition these students into careers or advanced study in computing. This paper focuses on the program's first year experience, including the results of a formal assessment of the program's effectiveness. It describes the strategies used to attain the goals and the rationale for using these strategies. It also includes lessons learned for the benefit of those who are considering adopting these strategies at their institutions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2009:ETB, author = "Nicole Anderson and Chi-Cheng Lin", title = "Exploring technologies for building collaborative learning communities among diverse student populations", journal = j-SIGCSE, volume = "41", number = "3", pages = "243--247", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562953", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Collaborative learning has long been recognized as an effective approach to enhance the learning process. The purpose of this research was to investigate mechanisms for building an inclusive collaborative learning community outside the classroom that connects students with diverse backgrounds and ultimately enhances students' learning experience. To accomplish this, we conducted a study using blogs and user groups to support virtual collaborative communities in our upper division computer science courses. Our results show that blogs are an effective tool for bringing together these diverse student groups to create an inclusive learning environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Misra:2009:MCT, author = "Ananya Misra and Douglas Blank and Deepak Kumar", title = "A music context for teaching introductory computing", journal = j-SIGCSE, volume = "41", number = "3", pages = "248--252", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562955", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We describe myro.chuck, a Python module for controlling music synthesis, and its applications to teaching introductory computer science. The module was built within the Myro framework using the ChucK programming language, and was used in an introductory computer science course combining robots, graphics and music. The results supported the value of music in engaging students and broadening their view of computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huang:2009:UAI, author = "Timothy Huang and Amy Briggs", title = "A unified approach to introductory computer science: can one size fit all?", journal = j-SIGCSE, volume = "41", number = "3", pages = "253--257", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562956", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We discuss our recent experience offering a single introductory computer science course for all students with no prior computer science coursework. The new course interleaves material from traditional CS0 and CS1 courses, providing all students with both a broad overview and an appreciation for the algorithmic foundations of the discipline of computer science. We describe our motivation for this approach, the content of the new course, and some conclusions based on our experiences and feedback from student course evaluations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fesakis:2009:IFS, author = "Georgios Fesakis and Kiriaki Serafeim", title = "Influence of the familiarization with ``scratch'' on future teachers' opinions and attitudes about programming and {ICT} in education", journal = j-SIGCSE, volume = "41", number = "3", pages = "258--262", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562957", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Computer programming is considered a very important competence which is usually quite difficult to learn. Teaching computer programming to novices has to overcome important obstacles in order to be successful. The problem is even greater for non computer science majors. In order to overcome the difficulties and increase the rate of students that adopt positive views towards computer science, several educational programming environments have been proposed. Scratch educational programming environment offers innovative programming techniques and enables the rather easy development of games, animations, interactive stories etc. In this paper the effects of using Scratch in an introductory computer programming course for future teachers' attitudes and opinions are explored.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hislop:2009:ESE, author = "Gregory W. Hislop and Heidi J. C. Ellis and Ralph A. Morelli", title = "Evaluating student experiences in developing software for humanity", journal = j-SIGCSE, volume = "41", number = "3", pages = "263--267", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562959", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Student involvement in Humanitarian Free and Open Source Software (HFOSS) projects holds the potential to provide a rich education experience to undergraduates. This paper discusses educational use of HFOSS including identification of the potential for HFOSS to impact curricula, an overview of an implementation of HFOSS in education and a description of an evaluation framework that includes measures of success of such a program. The paper also presents results from initial surveys of students involved in HFOSS development in several U.S. academic institutions. The paper concludes with a discussion of work in progress.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gomez-Martin:2009:TDP, author = "Marco Antonio G{\'o}mez-Mart{\'\i}n and Guillermo Jim{\'e}nez-D{\'\i}az and Javier Arroyo", title = "Teaching design patterns using a family of games", journal = j-SIGCSE, volume = "41", number = "3", pages = "268--272", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562960", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Object-oriented software design requires a combination of abilities that can not be easily transferred to the students in lecture sessions. Based on our experience, this paper details how to increase student comprehension of design patterns through a project-based approach that consists in the development of a family of abstract strategy games in an incremental way. In this approach, the application resulting from the previous assignment is refined using refactoring and design patterns to complete the next assignment. Our approach is illustrated by the development of a family of n-in-a-row games in a CS3 course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Barzilay:2009:ESE, author = "Ohad Barzilay and Orit Hazzan and Amiram Yehudai", title = "Evaluation of a software engineering course by reflection", journal = j-SIGCSE, volume = "41", number = "3", pages = "273--277", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562961", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The evaluation of an advanced software engineering (SE) course is a challenging task that should be addressed as part of the course design. In this paper, we describe an implementation of the reflective practitioner perspective as part of an advanced SE course and introduce its use for feedback purposes. Reflective feedback goes beyond merely using feedback questionnaires. Furthermore, we show, using both qualitative and quantitative empirical data, that the course on which the perspective was applied meets its objectives and fosters students' awareness to the multidimensional nature of SE.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gal-Ezer:2009:CSI, author = "Judith Gal-Ezer and Daphna Shahak and Ela Zur", title = "Computer science issues in high school: gender and more\ldots{}.", journal = j-SIGCSE, volume = "41", number = "3", pages = "278--282", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562963", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Computer Science (CS) seems to be one of the few remaining disciplines almost entirely dominated by men, especially among university faculty and in the hi-tech industry. This phenomenon is prevalent throughout the western world. In Israel, we observed it in high schools where only 30\% of the students who choose to major in CS are women. It continues in Israeli universities and colleges, where usually less than 30\% of CS students are women. In this paper, we provide data describing the situation in Israeli high schools. In addition, we present a survey conducted among high school students which aimed, among other goals, to discover why girls did not choose to take CS in high school. We analyze the data and provide some conclusions and ways to deal with this situation.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Starr:2009:DIC, author = "Christopher W. Starr and Doug Bergman and Phil Zaubi", title = "The development and implementation of a context-based curricular framework for computer science education in high schools", journal = j-SIGCSE, volume = "41", number = "3", pages = "283--287", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562964", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper, we describe a computer science curricular framework for creating innovative, four-year computer science programs for high school computer science courses. Based on a suggested set of great principles of computing by Peter Denning, the framework is structured as a stack of four curricular layers. The result is a framework design that provides a high degree of curricular and pedagogical flexibility, particularly suited for the rapidly changing discipline of computer science. This report describes the computer science curricular framework, the implementation of the framework and the deployment of a four-year curriculum from the implemented framework. Initial classroom experiences are reported.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Brinda:2009:BIC, author = "Torsten Brinda and Hermann Puhlmann and Carsten Schulte", title = "Bridging {ICT} and {CS}: educational standards for computer science in lower secondary education", journal = j-SIGCSE, volume = "41", number = "3", pages = "288--292", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562965", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Recently, the importance of computer science education in secondary schools has been coming more and more into focus. Students' interests and motivation to pursue a career in CS related fields are highly influenced by school. Also beliefs in the nature of CS are influenced, and necessary foundations in knowledge and skills are built. However, a major problem is the gap between information and communication technologies (ICT) and computer science (CS). Often pupils have only experiences in ICT, and therefore develop inadequate beliefs about CS. We propose educational standards for CS in lower high school in order to bridge ICT and CS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Anderson:2009:XWL, author = "Benjamin R. Anderson and Amy K. Joines and Thomas E. Daniels", title = "{Xen} worlds: leveraging virtualization in distance education", journal = j-SIGCSE, volume = "41", number = "3", pages = "293--297", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562967", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Xen Worlds project at Iowa State University was designed to provide a virtualized lab environment for the Information Assurance program. The large number of off-campus students, and a desire for high levels of security, drove many of the requirements for the Xen Worlds environment. Some of the requirements established for the project were: The environment needed to be equally accessible and easy to use for both on- and off-campus students. It needed to be isolated from the outside world and other students. The system had to be equally usable for students with limited computing and network resources. Costs had to be kept to a minimum. The Xen Worlds environment has now been used to support several courses at both the undergraduate and graduate level. This virtual environment was equally accessible to on- and off-campus students on a 24/7 basis and supported numerous assignments in support of established curriculum requirements. Finally, surveys of students who used the Xen Worlds environment show that students have a favorable view of the project and view it as a useful and convenient learning tool.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dickson:2009:FEC, author = "Paul E. Dickson and W. Richards Adrion and Allen R. Hanson and David T. Arbour", title = "First experiences with a classroom recording system", journal = j-SIGCSE, volume = "41", number = "3", pages = "298--302", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562968", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes our experiences with the first partial deployment of Presentations Automatically Organized from Lectures (PAOL), a lecture recording system developed and tested at the University of Massachusetts Amherst. PAOL automatically records all information presented during lectures using any combination of computer, whiteboard, and overhead presentation and compiles the captured lectures into indexed presentations. We discuss lessons learned from this deployment that have application in lecture recording specifically and classroom technology in general. We also discuss our initial evaluation of created presentations as determined by a small focus group study.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Malan:2009:VOH, author = "David J. Malan", title = "Virtualizing office hours in {CS} 50", journal = j-SIGCSE, volume = "41", number = "3", pages = "303--307", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562969", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In Fall 2007, we introduced ``virtual office hours'' into Harvard College's introductory computer science course, CS 50, so that students could meet with teaching fellows (TFs) online to discuss problem sets at any hour from anywhere. Our goals were to lower the bar to interaction among TFs and students and to improve the efficiency and convenience of the same. Rather than rely on email alone, we experimented with Elluminate, third-party software that not only allowed students and TFs to chat via IM and VOIP, it also enabled the latter to see and even share control of the former's screens (eg, code in students' terminal windows). Students, in turn, were able to troubleshoot bugs with TFs by their (virtual) side. We surveyed our nearly 300 students on their experiences with office hours, both physical and virtual. Although most students responded positively to the idea of virtual office hours, only 55\% logged in at least once. However, nearly the same number (62\%) attended the physical. We ultimately judged our virtual office hours a net positive, with 14\% of students attending the virtual (and 21\% the physical) ``often.'' But our experiment was not without some unexpected results. We found that wait times online sometimes matched or exceeded those in the physical lab, partly the result of the software's own shortcomings and students' habits online. Ultimately, the audience for these virtual office hours was entirely self-selecting. Those students who liked the experience online opted in, whereas those who preferred more traditional help opted out.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sant:2009:MIE, author = "Joseph A. Sant", title = "``Mailing it in'': email-centric automated assessment", journal = j-SIGCSE, volume = "41", number = "3", pages = "308--312", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562971", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The automated assessment of student programming assignments is now considered to be in its third generation. Today, these server-based systems use web front-ends and employ sophisticated testing techniques. While automated assessment has proven its benefits over the last 40 years, these systems are simply not feasible for many scenarios because of their infrastructure, support or training requirements. Today's extensible email clients are capable of handling many of the functions performed by these modern assessment systems without requiring extra infrastructure. This paper summarizes experiences using graphical email-clients that were extended to support menu-activated automated processing of a student-submitted program sent as an email message or attachment. The email-client automatically captured the results of the automated assessment in an email window for instructor annotation. This client-based system provides many of the same benefits as those provided by web-based systems.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kasurinen:2009:EPK, author = "Jussi Kasurinen and Uolevi Nikula", title = "Estimating programming knowledge with {Bayesian} knowledge tracing", journal = j-SIGCSE, volume = "41", number = "3", pages = "313--317", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562972", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper we present a concept for three-phase measuring method, which can be used to obtain data on student learning. The focus of this method lies on the technical aspects of learning programming, answering questions like which programming constructs students applied and how large portion of the students understood the concepts of programming language. The model is based on three consecutive measurements, which are used to observe the student errors, applied programming structures and an application of a Bayesian learning model to determine the programming knowledge. So far the model has produced results which confirm prior knowledge on student learning, indicating that the concept is feasible for further development. Despite of the early development phase of the method, it offers a straightforward way for teacher to assess the course contents and student performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Thomas:2009:GDR, author = "Pete Thomas and Kevin Waugh and Neil Smith", title = "Generalised diagram revision tools with automatic marking", journal = j-SIGCSE, volume = "41", number = "3", pages = "318--322", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562973", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper, we describe an approach to the generalisation of tools for teaching and learning the skills associated with modelling with diagrams. We have implemented two revision tools that automatically mark and provide feedback on students' attempts at constructing diagrammatic models of given scenarios in different domains. The similarities between these tools and diagrams in other domains suggest that it might be possible to generalise both the marking algorithm and the drawing editor in such a way that new revision tools could be easily generated for new domains. This paper briefly describes the existing revision tools and our approach to automatic marking of diagrams, and discusses how we are approaching the generalisation of our work for application in other domains.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Chandrasekar:2009:WTP, author = "Samantha Chandrasekar and Joseph G. Tront and Jane C. Prey", title = "{WriteOn1.0}: a tablet {PC}-based tool for effective classroom instruction", journal = j-SIGCSE, volume = "41", number = "3", pages = "323--327", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562975", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "A Tablet PC combines all the features of a regular laptop computer with a digitizing screen that interacts with a complementary electronic pen stylus. The ability to annotate on a lecture presentation using the pen stylus of the Tablet PC has attracted the attention of academics to use them as a potential tool for effective classroom instruction. Tablet PC based educational software like Classroom Presenter allows the instructor to supplement lecture material comprising of static text-based PowerPoint\reg{} slides by directly annotating on them. However, computer science and engineering classes often involve the use of non text-based lecture material like a simulation demo over which a lecturer would like to make annotations. In order to facilitate this, we present a Tablet PC-based educational tool called WriteOn1.0, the second core implementation of the WriteOn tool, developed at Virginia Tech. WriteOn allows the instructor to utilize electronic ink to annotate on top of any application window visible on the Tablet PC screen, including those that play active content like a movie or simulation, by activating its virtual transparency surface called the eVellum (electronic vellum).The ability of WriteOn to improve classroom presentation were pedagogically very useful as shown by initial classroom testing. However, in order to deploy WriteOn on large scale in classrooms as an active and effective teaching tool of choice, some aspects of the application like its operational CPU performance and the GUI called for improvement. WriteOn1.0 addresses the drawbacks of WriteOn with the introduction of features such as the dynamic eVellum, a picture-based GUI and an improvement to the operational CPU performance of the screen capture process. In this paper, we shall present how WriteOn1.0 can potentially aid in effective lecturing, especially for subject matter like programming and digital circuit design, both of which involve the use of dynamic presentation material.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Boisvert:2009:VTP, author = "Charles R. Boisvert", title = "A visualisation tool for the programming process", journal = j-SIGCSE, volume = "41", number = "3", pages = "328--332", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562976", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "eL-CID (e-Learning to Communicate Iterative Development) demonstrates computer programs' iterative design using computer animation. It translates descriptions of iterative editing into a dynamic visualisation of the changes, as if code was being edited in front of the user. A range of animations has been developed and the system evaluated through action research. The evaluation shows that it is particularly useful as a reflective tool, revealing the problem solving inherent to development.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ahoniemi:2009:AUR, author = "Tuukka Ahoniemi and Ville Karavirta", title = "Analyzing the use of a rubric-based grading tool", journal = j-SIGCSE, volume = "41", number = "3", pages = "333--337", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562977", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Over the years, a lot of research has focused on how to assess programming courses. For programming courses, semiautomatic assessment combining automatic and manual feedback has been shown to be a good solution. In this paper, we will focus on the manual assessment part and analyze the use of a rubrics-based grading tool on larger courses with multiple graders. Our results show that the use of such tools can support objective grading with high-quality feedback with reasonable time usage. Finally, we will give some pointers for teachers intending to adopt such tools on their courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Blaheta:2009:VPA, author = "Don Blaheta", title = "A visual proof of amortised-linear resizable arrays", journal = j-SIGCSE, volume = "41", number = "3", pages = "338--338", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562979", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We demonstrate visually why doubling capacity is the better strategy when resizing arrays. The visual proof makes simple amortised analysis more accessible to a CS2 audience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Velazquez-Iturbide:2009:IVR, author = "J. {\'A}ngel Vel{\'a}zquez-Iturbide and Antonio P{\'e}rez-Carrasco and Jaime Urquiza-Fuentes", title = "Interactive visualization of recursion with {SRec}", journal = j-SIGCSE, volume = "41", number = "3", pages = "339--339", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562980", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "SRec is an animation system of recursion intended to assist in algorithm courses. We present the main contributions of version 1.1. First, SRec fully supports any kind of recursion. Second, it provides three additional graphical representations for divide-and-conquer algorithms. Finally, it is highly interactive to promote an exploratory style of learning.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hwang:2009:VCT, author = "Seung-won Hwang", title = "Video courseware for teaching operating systems with Windows", journal = j-SIGCSE, volume = "41", number = "3", pages = "340--340", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562981", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Operating systems, being one of the most complex pieces of source code, are often an intimidating subject for both instructors and students. Recently, Microsoft released teaching materials on Windows for operating system curricula, to complement traditional Unix-based instructional operating systems. Such materials have been reported to boost student learning by enhancing the relevance and diversity of courses, while the lack of ``hands-on'' guidance materials has been reported as hindrance. To complement lacking, we created video courseware to walk students through the Windows source code and help them get ready for large-scale developments on Windows kernel.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Merceron:2009:DPS, author = "Agathe Merceron", title = "Design patterns to support teaching of automata theory", journal = j-SIGCSE, volume = "41", number = "3", pages = "341--341", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562982", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Deterministic finite automata (DFA) are taught in courses like ``formal foundations of computer science''. It is quite a challenge to get students interested and proficient in that field. This contribution presents a set of design patterns to help teachers teach and students learn the design of DFA.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Almeida-Martinez:2009:VVB, author = "Francisco J. Almeida-Mart{\'\i}nez and Jaime Urquiza-Fuentes and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "{VAST}: a visualization-based educational tool for language processors courses", journal = j-SIGCSE, volume = "41", number = "3", pages = "342--342", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562983", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this demonstration we present VAST, a visualization tool to support teaching language processors. On the one hand, VAST provides an API that allows generating visualizations of syntax trees independently of the parser generator. On the other hand, VAST provides a GUI with multiple views: the source code, the stack and the syntax tree.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Martin:2009:CLS, author = "Javier Garcia Martin", title = "Cooperative learning to support the lacks of {PBL}", journal = j-SIGCSE, volume = "41", number = "3", pages = "343--343", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562984", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper, we describe the use of some cooperative learning methodology sessions in a Project Based Learning course, in order to cover those topics uncovered by the project.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Dooley:2009:PAU, author = "John F. Dooley", title = "Peer assessments using the {Moodle} workshop tool", journal = j-SIGCSE, volume = "41", number = "3", pages = "344--344", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562985", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this Tip, we describe our experiences over the past four years in using the Workshop tool in the Moodle Learning Management System (LMS) to allow students to do peer assessments of student written journal article reviews. In our junior-level Software Development course, students are required to read and review several journal articles, producing a written review of 2-4 pages. Students are then required to use the Workshop tool to read and assess the work of several of their peers using an instructor-supplied rubric. In this Tip we describe the Workshop tool, how it is set up for student use, and the results of several experiences with this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Seidman:2009:AFI, author = "Robert H. Seidman", title = "{Alice} first: {$3$D} interactive game programming", journal = j-SIGCSE, volume = "41", number = "3", pages = "345--345", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562986", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "For introductory programming courses, we recommend teaching Alice as a precursor to teaching object-oriented languages such as Java. This presentation describes and demonstrates the approach of a newly published workbook that uses a highly motivating story-telling $3$D virtual world interactive game design and development pedagogical approach. Students create animated movies and in the process learn object-oriented programming fundamentals.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Djordjevic:2009:PAC, author = "Mirela Djordjevi{\'c}", title = "Progressive assignment in {CS1}", journal = j-SIGCSE, volume = "41", number = "3", pages = "346--346", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562987", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper proposes a simple graphics programming project, Java Target project that follows the Spiral Model of teaching three different components of the introductory programming course: fundamentals, object-oriented, and event-driven programming. Especially important in this project is the progressive nature that introduces one concept and reviews others. The project consists of following progressive tasks: draw a circle (target); user defines radius, and center of a circle; report number of shots; randomize shots; select color, select shape, resize target; define user class Circle (Target); define number of circles in target; keep scores and find the best score.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rosenbloom:2009:RPC, author = "Arnold Rosenbloom", title = "Running a programming contest in an introductory computer science course", journal = j-SIGCSE, volume = "41", number = "3", pages = "347--347", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562988", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We describe how to run a motivating in-class competition for an Introductory Computer Science course. We outline the students background, the problems, the motivation and the materials needed to run the competition.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Norvell:2009:RCP, author = "Theodore S. Norvell and Michael P. Bruce-Lockhart", title = "Rich content plug-ins for the teaching machine", journal = j-SIGCSE, volume = "41", number = "3", pages = "348--348", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562989", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper, we describe a pedagogical tool for providing rich content in early programming courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Proulx:2009:UTJ, author = "Viera K. Proulx and Weston Jossey", title = "Unit testing in {Java}", journal = j-SIGCSE, volume = "41", number = "3", pages = "349--349", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562990", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The design of unit tests is a fundamental part of learning to design programs. We present a Java library that supports the design of tests for a novice programmer, together with the test evaluation, and the reporting of test results in an informative manner. The tester library has been used at a number of universities with a great success.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mohr:2009:TNP, author = "Jonathan Mohr", title = "Two novel {Prolog} assignments", journal = j-SIGCSE, volume = "41", number = "3", pages = "350--350", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562991", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes two simple but novel Prolog assignments. The first extends the family tree example featured in many Prolog textbooks to the problem of tracing the line of succession to the throne of the British royal family. The solution uses a first-child/next-sibling representation of the royal family tree, since the birth order of a royal's children is significant when determining the order of succession. The second is a simple game that combines features of chess and rock-paper-scissors. The game board is a directed graph, rather than a simple grid.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Inghelbrecht:2009:TST, author = "Yanic Inghelbrecht", title = "Tool support for teaching responsibility-driven design", journal = j-SIGCSE, volume = "41", number = "3", pages = "351--351", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562992", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We present Trace Modeler, a specialized tool that helps students understand and apply responsibility-driven design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wang:2009:RCE, author = "Shu-Ling Wang and Gwo-Haur Hwang and Ju-Chun Chu and Pei-Shan Tsai", title = "The role of collective efficacy and collaborative learning behavior in learning computer science through {CSCL}", journal = j-SIGCSE, volume = "41", number = "3", pages = "352--352", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562994", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This study attempted to explore the role of group motivation (i.e., collective efficacy) and collaborative learning behavior (i.e., group cohesion; group cognitive involvement) in students' group performance in learning computer science in computer-supported collaborative learning environment. 96 Taiwanese college students (32 groups) enrolled in the course ``Web Page Programming'' participated in the study. The students discussed and processed their group projects using ``Intelligent Collaborative Learning System''. The results indicated that collective efficacy predict group cohesion significantly in CSCL. In addition, collective efficacy also showed to predict group performance in programming significantly. Moreover, the results also indicated that both group cohesion and groups with higher cognitive involvement in their discussion leaded to better group performance. In summary, this study validated the social cognitive model in learning computer science in CSCL, that is, groups with higher collective efficacy had stronger group cohesion and better performance in learning Web Page programming. Groups with higher cognitive involvement and group cohesion also leaded to better group performance.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mitchell:2009:CSW, author = "Alison Mitchell and Helen C. Purchase and John Hamer", title = "Computing science: what do pupils think?", journal = j-SIGCSE, volume = "41", number = "3", pages = "353--353", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562995", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "University marketing endeavours attempt to encourage school leavers to study Computing Science; the success of such attempts are becoming increasingly crucial as we see a drop in Computing Science enrollments. However, the marketing typically focusses on presenting Computing Science from the point of view of how we academics view it, with little understanding of what school pupils know of Computing Science, or their perceptions of it. We report on an extensive study into high school students' perceptions of Computing Science as a discipline, degree programme and career, and conclude that few students have a clear notion as to what Computing Science is, and that their perceptions of the discipline develop early on in their school career.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kiesmueller:2009:AIL, author = "Ulrich Kiesmueller and Torsten Brinda", title = "Automatically identifying learners' problem solving strategies in-process solving algorithmic problems", journal = j-SIGCSE, volume = "41", number = "3", pages = "354--354", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562996", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Learners often use learning and programming environments to practice basics of programming and solving algorithmic problems. To adapt the software feedback to each learner's problem solving process, the learning environment will be enhanced with a tool to identify the individual problem solving strategy in-process automatically. Former attribution of problem solving strategies to patterns in recorded learner-system interactions by human researchers should be validated with the help of questionnaires based on the Theory of Reasoned Action. To identify the patterns automatically, speech recognition methods can be used. In this research project each single problem solving strategy is modelled by a hidden Markov model.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lillian:2009:EEC, author = "Cassel Lillian (Boots) and Hislop Gregory and Bharath Nadella", title = "{Ensemble}: enriching communities and collections to support education in computing", journal = j-SIGCSE, volume = "41", number = "3", pages = "355--355", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562997", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Ensemble is a new NSF NSDL Pathways project working to establish a distributed digital library for computing education. This project is funded by the National Science Foundation. The project includes the CSTA portal for teaching materials for teachers in schools.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saeli:2009:HTP, author = "Mara Saeli", title = "How to teach programming in secondary education: first results of a {PhD} project", journal = j-SIGCSE, volume = "41", number = "3", pages = "356--356", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562998", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper a first introduction to the concept of Pedagogical Content Knowledge (PCK) of Programming for secondary school is given. PCK is the knowledge of why a subject should be taught, how that subject should be taught, what topics of that subject should be taught and for whom the teaching of the topic is meant. Moreover a method to uncover the PCK of Programming is described.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Schlueter:2009:ATD, author = "Kirsten Schlueter and Torsten Brinda", title = "The attributes of task difficulty in informatics in secondary education: first results of an empirical study", journal = j-SIGCSE, volume = "41", number = "3", pages = "357--357", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1562999", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In the poster, the first results of an empirical study in progress are presented. The study is directed to modeling the competence requirements of tasks in informatics. Initially the focus is on the relevance of a catalog of criteria affecting the task difficulty, where relevance is supposed to mean the practicability as well as the interrelation between criteria and competence requirements.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Paterson:2009:UCP, author = "James H. Paterson and John Haddow and Ka Fai Cheng", title = "Using coding patterns in a model-driven approach to teaching object oriented programming", journal = j-SIGCSE, volume = "41", number = "3", pages = "358--358", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563000", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This poster presents an approach used within object-oriented programming classes which focus explicitly on the transition from conceptual model classes to code. This approach is supported by a software tool which has been developed to provide support in the selection and implementation of appropriate coding patterns.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mhiri:2009:ADI, author = "Faten Mhiri and Sylvie Ratt{\'e}", title = "{AARTIC}: development of an intelligent environment for human learning", journal = j-SIGCSE, volume = "41", number = "3", pages = "359--359", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563001", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The project's main objective is the design and development of an intelligent environment for human learning (EIAH). Our system is adaptive and intelligent and aims to guide students in the realization of their labs and to collaborate with peers. A pedagogical agent, integrated into the environment, incorporates functions of observations and personalized tutoring for learning. The system is currently tested in an introductory course in IA given to undergraduate students at ETS.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Altin:2009:WAT, author = "Rukiye Altin and Mustafa Bektik and Nuray Eksioglu and Can Koray and Omer Canbek Oner and Merve Sadetas and Hilal Sener and Duygu Simsek and Ching-Chen Ma and Christine Price and Christopher Routh", title = "Working across time zones in cross-cultural student teams", journal = j-SIGCSE, volume = "41", number = "3", pages = "360--360", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563002", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The ability to collaborate with fellow workers from different cultures on international projects is a key asset in today's job market . International projects add new dimensions to student teamwork. These types of projects give students the opportunity to participate in collaboration that is remote, cross-cultural, and linguistically challenging. This proposal examines an international term project completed by the computing students of Rose-Hulman Institute of Technology and Bilkent University.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{de-Marcos:2009:TSM, author = "Luis de-Marcos and Fernando Flores and Jos{\'e}-Javier Mart{\'\i}nez", title = "The two states of the mind to teach {UML}", journal = j-SIGCSE, volume = "41", number = "3", pages = "361--361", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563003", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The University of Alcal{\'a} (Spain) and the Lund University (Sweden) have been collaborating for several years in the development of various courses at the in-between of the Computer Science and the Humanities fields. We are trying to join different expertise and to apply it to design new ways of teaching. Within this scope we present here a course that is aimed to teach the Unified Modeling Language (UML) to humanities students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Palmer-Brown:2009:GLD, author = "Dominic Palmer-Brown and Chrisina Draganova and Sin Wee-Lee", title = "Guided learning via diagnostic feedback to question responses", journal = j-SIGCSE, volume = "41", number = "3", pages = "362--362", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563004", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This work in progress investigates the potential of automatically generated diagnostic feedback for guided learning in formative assessments to enhance the students' understanding and interactive learning experience. A method that integrates an on-line Multiple Choice Questions (MCQs) system with a neural network based data analysis is developed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Haberman:2009:LTS, author = "Bruria Haberman and Cecile Yehezkel", title = "Long-term software projects development: the affect of students' self-appreciation and initial expectations", journal = j-SIGCSE, volume = "41", number = "3", pages = "363--363", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563005", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The ``Computer Science, Academia and Industry'' extra-curricular program has been running at the Davidson Institute of Science Education for the past few years. The program, designed especially for high-school students majoring in computer science, aims to bridge the gap between the school and ``real world'' of computing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassapu:2009:IIW, author = "Anita Cassapu", title = "Introducing the interactive whiteboard in computer science teaching: a high school experience", journal = j-SIGCSE, volume = "41", number = "3", pages = "364--364", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563006", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In our presentation, we will share our experience in using interactive whiteboards in CS secondary high school class, in order to promote the learning processes and to motivate students to elect CS studies by using this rich-technology environment.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Altin:2009:UIT, author = "Rukiye Altin and Mustaf{\`a} Bektik and Nuray Ek{\c{s}}io{\u{g}}lu and Can Koray and {\"O}mer Canbek {\"O}ner and Merve Sadeta and Hilal {\c{S}}ener and Duygu Simsek and Ching-Chen Ma and Christine Price and Christopher R. Routh", title = "Use of intuitive tools to enhance student learning and user experience", journal = j-SIGCSE, volume = "41", number = "3", pages = "365--365", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563007", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Most user interfaces today present system functions by use of verbal or iconic symbols on static $2$D menu pages organized in a hierarchical system [1]. This is unnatural to all human beings and must be learned, thus being a barrier between the full use and understanding of computer systems. With this problem in mind we set out to build a website and collaborative application for International Children's Center (ICC) which could be used not only across languages but across ages as well. This effort was tested on a daily basis by a multinational team consisting of students from the United States and Turkey as well as children from the respective countries. This attention to usability will not only lead to an intuitive tool for the client but also teach the students in the course how to build intuitive user interfaces.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2009:MDC, author = "Lillian N. Cassel and Gordon Davies and Stephen Seidman", title = "{Masters} degrees in computing", journal = j-SIGCSE, volume = "41", number = "3", pages = "366--366", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563008", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The ACM Education Board, the Education Activities Board of the IEEE Computer Society, representatives of the Association for Information Systems and the British Computer Society have joined forces to investigate the state of Masters degree programs in computing. This joint effort intends to document the variety and common features of programs throughout the United States and Europe. This poster is a status report on that project and an opportunity for interested individuals to add information about their programs to this work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Qian:2009:TRT, author = "Kai Qian and Jigang Liu and Lixin Tao", title = "Teach real-time embedded system online with real hands-on labs", journal = j-SIGCSE, volume = "41", number = "3", pages = "367--367", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563009", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In recent years, embedded systems are becoming increasingly important due to their wide applications in every aspect of our society. By the year 2010, it is forecasted that 90\% of the overall program code developed will be for embedded computing systems. The rapid growth of embedded systems results in a shortage of professionals for embedded software development. Despite the high need of embedded system professionals, embedded system is currently not well represented in academic programs. In offering such courses many schools face the challenges of the lack of suitable and affordable labs and scarce dedicated staff and faculty. Suitable embedded software design textbooks are also in demand. We are developing an interdisciplinary online junior level course Embedded Systems Analysis and Design with a companion textbook and labware to meet the challenge. We know that embedded system design and development course is a project based learning course which students must have hands-on lab practice to gain the experience of hardware and software co-design and development. How to offer such a course online without a campus lab? How to make this online course as effective as an on-campus course? How to make the lab affordable to the students? How to make the labs a realistic hands-on lab instead of simulation labs as many online courses are providing? In this paper we report our experience in developing such a hands-on lab based online course. We select the C8051F005DK development kit from the Silicon Laboratories, Inc. for our realistic hands-on lab equipment. It is a 25 MIPS 8051 microcontroller with 32K programmable FLASH. Its Integrated Development Environment (IDE) is a complete, standalone software program that provides students with the Keil software 8051 development tools that provides students with the excellent hands-on opportunity to work on the real-world embedded system projects instead of implementation by simulation only. The uniqueness of the course model is its portable tiny in-box real-world equipment labware which can be conducted anywhere without constraints and its portable labs with infused state-of-arts technology to inspire creativity and life-long learning. Students can also gain the engineering experience and hardware and software co-design, and code development with real MCU. A textbook ``Embedded System Software Development'' contracted with Springer publisher will be published in 2010. The book includes all the lab implementations that are very flexible and convenient for students and instructors. All teaching and learning materials including review questions, exercises, and all labs on this microcontroller kit, and instructor supplemental materials will be available online. The ``learning by doing'' pedagogy will promote students' life-lime long learning skills that students not only practice pre-designed hands-on labs, but also have opportunity to design and invent their own small smart embedded devices. Students will get benefits from the experience in software engineering life cycle of software requirements analysis, modeling, design, development, testing, and integrating the well packed products with the supported hardware devices. On the other hand, students can also get electronic engineering discipline experience such as engineering computation and schematic engineering.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tseng:2009:CUL, author = "Judy C. R. Tseng and Sunny Y. Y. Hsu and Gwo-Jen Hwang", title = "A collaborative ubiquitous learning platform for computer science education", journal = j-SIGCSE, volume = "41", number = "3", pages = "368--368", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563010", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "For teaching the computer architecture, especially in the course of ``Introduction to the Computer Sciences'', it is a good practice for a student to assemble and re-assemble a set of personal computer system by himself. We called the practice PC-DIY lab. In our experiences, most of the students like the PC-DIY lab very much since they can touch and see each components of a computer system and learn how to put them together correctly. However, it is unlikely to assign one teaching assistant for each student when the practice class is going on. It is usually the case that only one or two teaching assistants are available. Therefore, the students are usually not able to get prompt supports when they encounter some problems during the practice. To cope with this problem, a Collaborative Ubiquitous Learning Platform (CULP) is designed and developed for assisting the students during the PC-DIY lab.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{deBlas:2009:ALC, author = "Juan Manuel de Blas and Jos{\'e} Mar{\'\i}a Guti{\'e}rrez and Luis de Marcos and Roberto Barchino", title = "Automatic {E}-learning contents composition by using gap analysis techniques", journal = j-SIGCSE, volume = "41", number = "3", pages = "369--369", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563011", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "A goal of e-learning is to increase efficiency by precisely identifying the training a student needs, and providing that training in the context of day to day activities of the students [1]. This paper describes how the use of IA algorithms can be utilized to automatically generate customized learning contents on elearning environments. On top of that, we also propose the inclusion in the whole process of digital rights, as in our opinion, it's a way to make up for contents creators and to encourage them to create better, more useful materials.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Impagliazzo:2009:GAP, author = "John Impagliazzo", title = "Graduate attributes and performance measures: refinements in assessing programs", journal = j-SIGCSE, volume = "41", number = "3", pages = "370--370", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563012", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this poster, the author provides a pictorial demonstration of the elements associated with assessment and its relationship to the newly developed requirements by accrediting bodies in various countries. Specifically, it illustrates expected attributes of program graduates and it highlights the importance of performance measures when assessing learning outcomes of a program. The poster shows forms of assessment and it provides definitions and examples of program mission, goals, and learning outcomes, performance indicators, performance measures, and the use of rubrics. The poster highlights the interaction of all these assessment characteristics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{English:2009:ESP, author = "John English and Tammy Rosenthal", title = "Evaluating students' programs using automated assessment: a case study", journal = j-SIGCSE, volume = "41", number = "3", pages = "371--371", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563013", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This poster presents our experience of using automated assessment in a programming course given by the Department of Computer Science at Holon Institute of Technology (HIT). The course was given as a first year course as part of an engineering degree which introduces students to programming in C and which teaches them the basics of the imperative programming paradigm. About 200 students took the course in Autumn 2009. They were required to submit 3 programming assignments each of which contained 4 programming tasks. Most of the assignments were evaluated manually. Our poster presents our experience with 15 students who used an automated assessment system to submit one of their assignments. The system used was Checkpoint [1], an integrated automated assessment system developed by the first author, which generates automated feedback and evaluation for students' work. The system manages both homework assignments and formal examinations based on a range of different question types, including questions requiring free-text answers. It also allows automatically-generated marks to be manually moderated and adjusted, with feedback comments from the human moderator. Checkpoint has been in use since October 2005 at the University of Brighton in the UK for assessing two first year Java programming modules which comprise a total of about 150 students annually. Students at Brighton are required to use Checkpoint to submit assignments from the very beginning of their course, and the two end-of-semester formal examinations are also administered using Checkpoint. The entire assessment structure is based around the ability to assess students on a 'little and often' basis, with assessment deadlines at fortnightly intervals throughout the year. However, students at Holon have no prior experience of automated assessment and it has not been used so far on any other courses within the institution. The assessment structure is therefore more traditional and involves fewer but larger assignments. The experiment reported here was carried out in order to evaluate the benefits of automated assessment following earlier work by the second author [2] and involved automating one of these assignments. The assignment was offered in two ways: a conventional manual submission and an automated submission via Checkpoint. The students were given the choice of submitting their work via either method. Checkpoint was modified for this experiment to display the questions in Hebrew and to support feedback comments in Hebrew given by the human evaluator as part of the moderation process. Checkpoint was also modified to support C in addition to Java since this was the language the students were required to write their programs. All the participants, both students and instructors, gave very positive feedback. The students had all been manually evaluated in previous assignments and their comments with regard to the differences were very positive. They said that the system was impartial and because it allowed them to submit many attempts before the deadline it enabled them to improve their programming skills. It also allowed the instructors to monitor student progress during the course of the assignment and to act to correct misconceptions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mora:2009:LMB, author = "Higinio Mora Mora and Mar{\'\i}a Teresa Signes Pont and Rafael Camps Jord{\'a} and Juan Manuel Garc{\'\i}a Chamizo", title = "Learning method based on collaborative assessment performed by the students: an application to computer science", journal = j-SIGCSE, volume = "41", number = "3", pages = "372--372", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563014", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper describes a novel method of assessment, which is being tested in the subject ``Basic Computer Science''. This subject is given in the fist year of the Computer Science and Engineering course, at the University of Alicante. This method consists in including the students in the assessment process of their own work, through crossed reviews where the students identify possible improvements in their classmate's work that can be performed in the successive deliveries of the same work.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Skupas:2009:DCC, author = "Bronius Skupas and Valentina Dagiene and Miguel Revilla", title = "Developing classification criteria for programming tasks", journal = j-SIGCSE, volume = "41", number = "3", pages = "373--373", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563015", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Online Judge (http://icpcres.ecs.baylor.edu) is an on-line programming trainer created by University of Valladolid in 1995 with the aim of training users who participate in programming competitions. Currently this tool has over 64,000 users from many countries and more than 2,000 tasks. In 2007 the project ``Integrating On-line Judge into effective e-learning'', funded by the European Commission under the Life Long Learning Programme (grant number 135221-LLP-1-2007-1-ES-KA3-KA3MP), was launched in order to satisfy the users' demand for greater pedagogic character and to facilitate the use of the Online Judge in courses of informatics in higher and secondary education. The Online Judge has been maintaining a task database, which can be very useful for teaching algorithms at various levels. However it is not easy for teachers to find proper tasks which fit particular students. At the moment it is possible to weight task difficulty by the percentage of participants who provide correct solutions. It is impossible to find which topics or algorithms are required to solve tasks. An attempt to classify the existing tasks by possible solution algorithms was started by the Online Judge members, using a Wiki (http://www.algorithmist.com/index.php/Categories). However the process is ad hoc and needs systematic revision and analysis. We are providing several schemas for classification of the tasks: (1) Categories proposed by task authors, e.g., by providing comments on the best solution. (2) Categories proposed by the Online Judge administrators, e.g., length of source code or time required for solving the task. This type of classification can only be done by the administrators as other users do not have any access to the solutions and statistical data. (3) Categories proposed by participants ranking the difficulty of solved tasks. (4) Categories proposed by teachers who have used the tasks for several years in their courses, e.g., task topics and difficulty. To make an easier classification process we propose to develop a set of keywords or key phrases. Applying these key phrases to each task will provide more information to users. Initial set of keywords and key phrases can include: (1) Theory or algorithms [1] needed to solve the task (Fig. (1)). Number of Online Judge tasks classified by algorithms (2) Task difficulty, e.g., involves required knowledge, no mathematics, basic mathematics, no algorithms, no data structures, no abstract data structures, suitable for first year students, correct algorithm is not obvious, \& (3) Recommending prior tasks that should be solved first. (4) Task type by solution output format, e.g., output is unambiguous, output is ambiguous, output is one number, \& (5) Task type by source, e.g., Which competition or course proposed this task? Who is the author?", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2009:RAL, author = "Elizabeth K. Hawthorne and Karl J. Klee and Robert D. Campbell and Anita M. Wright", title = "Revised associate-level curricular guidelines in computer science", journal = j-SIGCSE, volume = "41", number = "3", pages = "374--374", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563016", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This poster presentation features revised associate-level transfer curriculum guidelines in computer science that were recently updated by the Two-Year College Education Committee (TYCEC). These guidelines will be available online in a Web 2.0 format. As a standing committee of the ACM Education Board, the TYCEC has been for two decades developing curricular guidelines for associate-degree computing programs worldwide.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Inghelbrecht:2009:OOD, author = "Yanic Inghelbrecht", title = "Object-oriented design with trace modeler and {Trace4J}", journal = j-SIGCSE, volume = "41", number = "3", pages = "375--375", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563017", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We present two tools that make students more productive during various object-oriented design activities. The first one, Trace Modeler, is a smart UML sequence diagram editor that helps students understand and apply responsibility-driven design. The second tool, Trace4J, is used to record and process the execution of a java program. Both tools are complementary. Students use Trace4J to produce focused sequence diagrams for (part of) a program's execution. Trace Modeler's support for huge diagrams lets them navigate and understand the large results in the initial stages of their processing experiments.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2009:VCA, author = "Guido R{\"o}{\ss}ling and Florian Lindner", title = "Visualizing compression algorithms on-the-fly", journal = j-SIGCSE, volume = "41", number = "3", pages = "376--376", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563018", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This paper presents a set of generators for visualizing common compression algorithms on-the-fly using the established and freely available Animal algorithm animation system.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Auvinen:2009:ROA, author = "Tapio Auvinen and Ville Karavirta and Tuukka Ahoniemi", title = "{Rubyric}: an online assessment tool for effortless authoring of personalized feedback", journal = j-SIGCSE, volume = "41", number = "3", pages = "377--377", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563019", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Writing feedback can be very time-consuming on large Computer Science courses. Evolving from years of research on computer-assisted grading tools, we present the Rubyric assessment tool which allows graders to effortlessly construct feedback with reusable phrases. The tool can be used to facilitate the manual assessment of assignments varying from essays to programming projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tirado:2009:ISI, author = "Felipe Tirado and Alfonso Bustos and Alejandro Miranda and Ana Elena Del Bosque", title = "Inducing student interaction in a virtual environment", journal = j-SIGCSE, volume = "41", number = "3", pages = "378--378", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563020", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this paper we are reporting on an experimental research study. The study employed a mixed teaching procedure (traditional classroom -face to face- and virtual classroom). The purpose of the study was to induce student interactions in a virtual environment. The aim was to develop a series of specific skills by means of collaborative online work including collective essays and digital presentations.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ronchetti:2009:TAS, author = "Marco Ronchetti and Joseph Sant", title = "Towards automatic syllabi matching", journal = j-SIGCSE, volume = "41", number = "3", pages = "379--379", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563021", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Student mobility is a priority in the European Union since it not only allows academic interchange but also fosters the awareness of being a European citizen amongst students. The Bologna Process aimed at homogenizing the structure of the European Universities to facilitate the recognition of academic titles as foreseen by the Lisbon Recognition Convention and student mobility during their matriculation. Over one and a half million students have already benefited from mobility programs such as the Erasmus programme. Students that participate in a mobility program must consider a destination, a selection of courses to follow abroad and how their home institution will recognize their foreign credits. Selecting the most appropriate courses is not a simple task since a course title doesn't always reflect its content. As a result, manual inspection of syllabi is necessary. This makes the task time-consuming since it might require manual inspection and comparison of many syllabi from different institutions. It would be nice to be able to at least partially automate the process --- i.e., given a set of syllabi from two different universities, to be able to automatically find the best match among courses in the two institutions. We started experimenting with this possibility, and although we do not yet have final results we will present the main idea of our project. Our plan is to try to apply similarity matching algorithms to available documents. Similarity matching is often based on co-occurrence of common words. However, a na{\"\i}ve application of such an algorithm would probably end up generating spurious similarities from the co-occurrence of general terms like ``hour, exercise, exam\ldots{}''. Using a stop-word strategy in which these words are catalogued and ignored might seem a viable solution, but generally does not significantly improve the results: words that may be considered irrelevant in one context might be important in a different context. The path we are following is to assume the existence of a reference ontology, where all terms have a description, and then try to identify the occurrence of the concepts existing in the ontology within the examined documents. In this way we will be able to state that ``syllabus x deals with topic y''. The matching between different syllabi would then be calculated by matching the topics that were associated with the syllabi. We decided to focus on the Computer Science domain since the domain has already been classified into areas, units and topics present in CC2001[1] and this ontology has already been mapped into XML structures[2]. We then used a similarity matching algorithm that uses Wikipedia as a reference corpus[3]. Although preliminary results are not yet fully satisfactory, we believe that this might result from working at the word level rather than at a concept level; ``software engineering'' is not just the co-occurrence of ``software'' and ``engineering'' but a more complex concept. We are therefore currently exploring the possibility of identifying multi-words as concepts (still by using Wikipedia as a reference to decide if this is the case or not). If our attempts are successful, the next step will be to (semi-)automatically crawl academic sites to identify curricula and automatically match them by using our algorithm.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hwang:2009:BLT, author = "Seung-won Hwang", title = "Blended learning for teaching operating systems with Windows", journal = j-SIGCSE, volume = "41", number = "3", pages = "380--380", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563022", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Since the release of Windows teaching materials, many experience reports have been published on OS course offerings adopting Windows kernel for course projects. Such projects, inherently requiring active learning, are reported to have both positive and negative correlations for student learning performance and responses. In this paper, we study how to maximize the traditional benefits of active learning, such as promoting student motivation, while minimizing the negatives, such as students feeling lost and overwhelmed. More specifically, we propose to blend active learning projects with closed problem sets and report student responses and learning performances.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cole:2009:MPC, author = "Marilyn C. Cole and Evan Korth and Adam Meyers and Sam Pluta", title = "{Musicomputation}: a pilot course exploring a pre-college computer science curriculum", journal = j-SIGCSE, volume = "41", number = "3", pages = "381--381", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563023", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Computer Science and Computational Approaches to Music for Middle School and High School Students, also known as Musicomputation (http://musicomputation.com/) was a highly successful course sponsored by the National Science Foundation (IIS-0834034) and first held in June 2008 at New York University. Two NYU professors and two doctoral candidates developed curriculum, gave lectures, and supervised labs introducing computer science and computer music to students aged 12-17. Our hypothesis was that it is easier to learn computer science when the data you are modeling and the problems you are solving belong to a domain that you know well and love. During the project, students progressed far beyond the instructors' expectations, quickly absorbing computer science concepts that even college students often find difficult. For the pilot study, we recruited 11 students with at least five years of background in music from the Juilliard School's Precollege Division, Stuyvesant High School, the NYC-area home-schooling community, and the previous participant lists of cSplash (a yearly event at the Courant Institute at NYU where graduate students and professors teach one- to three-hour classes in computer science and mathematics to students in grades 6-12). About half of the students in Musicomputation had some programming experience, with three of them finishing their year of AP Computer Science at the time of the course. All 11 students were highly motivated and had high levels of expertise in both mathematics and music. Thus, the success of our class was in part due to the fact that we had recruited very good students. Musicomputation covered computer science basics such as the logical design of computers, formal language theory, sorting algorithms, variables, control structures and a sampling of how the same concepts can be represented in different computer languages. Algorithms and patterns used in certain pieces of contemporary music (Morton Feldman's Triadic memories and Steve Reich's Clapping Music) were also covered in the class, as were the basics of representing sound electronically. Students were taught the programming language Processing (http://www.processing.org/), an open source project based on Java that easily enables immediate visual feedback. We also used Processing for simple music composition, as well as discussing other languages used for music, such as SuperCollider and ChucK. The students produced many programs, both graphical and audible, culminating in final projects which produce music and are downloadable from the Musicomputation website. The interdisciplinary nature of the class helped show the students why computer science is both important and basic to their future development, whether they choose to go into a mathematical or scientific field or continue to develop their musical and artistic talents. To share the exciting developments from the course, the poster displays some of the more visual work that the students created through the use of Processing, such as a fractal assignment to implement recursion and a randomized algorithm that explores the properties of the equation for a circle. It also includes some evidence (in the form of code snippets and discussion) of the revelations in basic programming concepts that students made over the course of their time learning about computer science, including both the simplification and potential expansion of music composition code that can come about with the discovery of iteration and recursion.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2009:CDE, author = "Lillian N. Cassel and Thomas Way and Sridhara Potluri", title = "{CPATH}: distributed expertise --- collaborating with other disciplines", journal = j-SIGCSE, volume = "41", number = "3", pages = "382--382", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563024", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This project tries to provide a clarified and comprehensive understanding of the computing disciplines that allows shared experiences and expertise within and across the community. This collective sharing enables computing faculty to collaborate with other disciplines that use computing to enhance groups, and to create new cross-disciplinary areas of study and research. This involves the integration of computing with other disciplines like engineering, sciences, business, and arts and explores the challenge by bringing together instructors and researchers across the disciplinary boundaries. Distributed Expertise enhances teaching and learning experiences for students of computing and other disciplines in which computational thinking and computing models contribute to a variety of applications. This project is a collaboration by Villanova University, Virginia Technology University, and The College of New Jersey (TCNJ).", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kagawa:2009:WWB, author = "Koji Kagawa", title = "{WAPPEN}: a {Web}-based application framework for programming and its {\tt bison\slash flex} plug-in", journal = j-SIGCSE, volume = "41", number = "3", pages = "383--383", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563025", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This poster presents an Eclipse RCP-based application framework named Wappen for learning programming, and especially, its plugin for Bison and Flex. In courses such as compiler construction and programming languages, learners have to use multiple languages. Time and effort spent by learners on installation and configuration of programming environments are not negligible. Wappen provides an infrastructure on which teachers can arrange simple Web-based programming environments for various programming languages by writing plug-ins. Wappen for Oolong has been successfully used in our compiler construction lab, where Oolong is an assembly language for the Java Virtual Machine. This poster introduces Wappen for Bison/Flex that tries to help learners avoid pitfalls of Bison/Flex in some respects. It is planned to be put into practical use in our compiler construction lab this year.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2009:SES, author = "Guido R{\"o}{\ss}ling and Marius M{\"u}ller", title = "Social engineering: a serious underestimated problem", journal = j-SIGCSE, volume = "41", number = "3", pages = "384--384", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563026", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "We describe two experiments to get security-relevant data using Social Engineering. The success of the experiments is disturbing.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Costa-Soria:2009:TSA, author = "Crist{\'o}bal Costa-Soria and Jennifer P{\'e}rez", title = "Teaching software architectures and aspect-oriented software development using open-source projects", journal = j-SIGCSE, volume = "41", number = "3", pages = "385--385", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563027", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The complexity and the big size of current software systems are challenges to be faced in software development. In the last few years, these challenges have increased the effort required to develop such large software systems. As a result, students must be able to develop these systems using approaches that reduce their development costs. Two of these approaches are Software Architectures and the Aspect-Oriented Software Development. However, in order to acquire skills in these approaches, students must put them into practice in realistic software projects. For this reason, we propose a reverse engineering method to learn these approaches by using open-source projects.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kultur:2009:FAP, author = "Can K{\"u}lt{\"u}r and Ilgim Veryeri Alaca", title = "Fine arts perspective in user interface design", journal = j-SIGCSE, volume = "41", number = "3", pages = "386--386", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563028", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this poster, we first aim to explain an interdisciplinary approach and question an idea and attempt. Second, we aim to underline challenges and enablers of such an attempt. This idea can be briefly summarized as ``inclusion of learning activities and assessments that are applied in coordination with the Department of Fine Arts might be necessary in terms of developing visual design skills''. The target of this approach is improving the courses like 'human computer interaction' or 'user-interface design'.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pantaleev:2009:DVC, author = "Alex Pantaleev", title = "{Dzver}: a visual computer science learning environment", journal = j-SIGCSE, volume = "41", number = "3", pages = "387--387", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563029", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Tusch:2009:TIS, author = "Guenter Tusch and Paul Leidig and Gregory Wolffe and David Elrod and Carl Strebel", title = "Technology infrastructure in support of a medical \& bioinformatics {Masters} degree", journal = j-SIGCSE, volume = "41", number = "3", pages = "388--388", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563030", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In 2003, Grand Valley State University started a Masters program in Medical \& Bioinformatics. This M.S. degree, together with related degrees in Biostatistics and Biotechnology, were part of the ``Professional Science Masters'' development and implementation initiative supported by the Sloan Foundation. The interdisciplinary curriculum includes common core courses, the promotion and development of ``soft skills'' through teamwork and project management experiences, and an applied research focus with a mandatory business/industry internship. Instrumental to achieving these goals is a strong lab component to the curriculum that incorporates familiarity with industry-standard and widely-used software packages. We here give an update on details of the system architecture, software components, and their adaptations through the first six years of our program.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Bryfczynski:2009:GGC, author = "Samuel P. Bryfczynski and Roy P. Pargas", title = "{GraphPad}: a graph creation tool for {CS2\slash CS7}", journal = j-SIGCSE, volume = "41", number = "3", pages = "389--389", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563031", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hislop:2009:RIP, author = "Gregory W. Hislop", title = "Replacing introductory programming courses with a broader perspective on computing", journal = j-SIGCSE, volume = "41", number = "3", pages = "390--390", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563032", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This poster describes an effort to create a different initial course sequence for computing degrees. This effort, the EntryPoint project, focuses primarily on the first two years of the undergraduate program. An intention of the project is to retain programming learning objectives, but move away from the traditional programming-focused introductory sequence. A three dimensional model, CAP (content, application, and process), is used to organize the discussion of introductory courses.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Saravanos:2009:PEE, author = "Antonios Saravanos and Charles Kinzer", title = "The positive effects of explanation after {CE} in {AVBL}", journal = j-SIGCSE, volume = "41", number = "3", pages = "391--391", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563033", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this study we examine the implications that corrected-errors in asynchronous video based lessons can have on learners' perception of the instruction. We find that explicit explanation following corrected-errors negates most of the negative effects towards learners' perception of the instruction.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hsiao:2009:EPP, author = "I-Han Hsiao and Sergey Sosnovsky and Peter Brusilovsky", title = "Extending parameterized problem-tracing questions for {Java} with personalized guidance", journal = j-SIGCSE, volume = "41", number = "3", pages = "392--392", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563034", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Problem-tracing questions are popular among teachers of various programming languages. In an assessment mode these questions allows to evaluate student knowledge of language semantics. In a self-assessment mode, they provide an excellent learning tool. A 2004 ITiCSE working group report [4] stressed the importance of this type of questions to build foundation of higher-level knowledge. Yet the use of problem-tracing questions is still limited due to a large authoring overhead. To resolve this bottleneck, we explored the idea of parameterized question generation [2]. We developed QuizPACK [1], a system which can generate parameterized problem-tracing questions for C programming language. We also developed QuizGuide [1], a personalized guidance system for QuizPACK, which models student knowledge and guides students individually to most appropriate questions to try. The results of our studies demonstrated that QuizPACK strongly benefits student knowledge and that QuizGuide personalized guidance technology increased student ability to answer questions correctly and encouraged them to use the system more extensively (which, in turn, positively impacted their knowledge) [1]. However, parameterized questions in area of C programming were not as diverse from the complexity point of view as parameterized questions explored in other areas such as physics [2]. As a result, it was left unclear whether personalized guidance technology can successfully guide students to a broader range of questions from relatively simple to very difficult. The work reported in this poster expands our work on parameterized questions to a more sophisticated domain of object-oriented Java programming, which allowed us to introduce questions of much broader. Capitalizing on our experience with QuizPACK, we developed QuizJET (Java Evaluation Toolkit), which supports authoring, delivery, and evaluation of parameterized questions for Java [3]. We also implemented JavaGuide system (Figure 1), which provides personalized guidance for QuizJET questions. We assessed the impact of adaptive navigation support to student work with questions of different complexity as well as the impact of this technology on weaker and stronger students. The results of two classroom studies indicate that personalized guidance encouraged students to use parameterized questions more extensively and also helped them to access right questions at the right time. Students were 2.5 times more likely to answer a quiz correctly with personalized guidance than without such it. In addition, we found that personalized guidance especially benefited weak students to achieve scores comparable with the scores of strong students on each complexity level of questions.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Iglesias:2009:ASE, author = "Ana Iglesias and Lourdes Moreno and Pablo Revuelta and Javier Jim{\'e}nez", title = "{APEINTA}: a {Spanish} educational project aiming for inclusive education in and out of the classroom", journal = j-SIGCSE, volume = "41", number = "3", pages = "393--393", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563035", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "APEINTA is a Spanish educational project founded by the Spanish Minister of Education and Sciences that aims for inclusive education for every student of all abilities in and out of the classroom. In this work, the APEINTA project is presented", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rubio-Sanchez:2009:TRU, author = "Manuel Rubio-S{\'a}nchez and J. {\'A}ngel Vel{\'a}zquez-Iturbide", title = "Tail recursion by using function generalization", journal = j-SIGCSE, volume = "41", number = "3", pages = "394--394", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563036", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The design of tail recursive algorithms may require thinking about iteration rather than recursion. This paper provides a methodology for deriving tail recursive functions that is based on declarative programming and the concept of function generalization, which allow to avoid iterative thinking.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rossling:2009:SIE, author = "Guido R{\"o}{\ss}ling and Yavor Kolarov", title = "A system for integral efficiency analysis of sustainable technologies", journal = j-SIGCSE, volume = "41", number = "3", pages = "395--395", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563037", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Sustainability is receiving increasing interest from the CS community and average users. We present plans for a system that provides an integral efficiency analysis for recommending the most appropriate sustainable technology for a given location.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Moffat:2009:UMT, author = "David C. Moffat and Kathryn Trinder", title = "The use of {MUVE} technology in teaching {AI} algorithms", journal = j-SIGCSE, volume = "41", number = "3", pages = "396--396", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563038", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The Second-Life (SL) MUVE (Multi-User Virtual Environment) is not often used for teaching core curriculum in computing. We made a simulation set in SL to illustrate key AI algorithms, and deployed them in labs to help the students visualize them.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mirolo:2009:MMR, author = "Claudio Mirolo", title = "Mental models of recursive computations vs. recursive analysis in the problem domain", journal = j-SIGCSE, volume = "41", number = "3", pages = "397--397", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563039", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "The work outlined here was inspired by [1, 3], where the authors analyze the mental models of recursion by looking at how students trace simple recursive computations. Besides trying to understand if their results generalize to a different context, I was interested to see the correlations between the mental models of the computation process and the ability to establish recursive relationships in the problem domain. My investigation essentially lends further support to the findings of [3]. However, a consistent mental model of recursive computations, although implied by the ability to use recursion in problem-solving, does not seem to be sufficient for the achievement of this higher-level skill.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kultur:2009:KPC, author = "Can K{\"u}lt{\"u}r", title = "Keeping the pace in {CS}-1 through the use of {CMS}", journal = j-SIGCSE, volume = "41", number = "3", pages = "398--398", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563040", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In this poster, it is aimed to share the experience of using course management systems (CMS) in a CS-1 course. The aim was to focus on the individual needs of students while learning programming. Creating a social online environment for solving exercises and sharing solutions seemed to be effective to support instructors as well as students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Draganova:2009:UMP, author = "Chrisina Draganova", title = "Use of mobile phone technologies in learning", journal = j-SIGCSE, volume = "41", number = "3", pages = "399--399", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563041", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This work investigates the potential of using mobile phone technologies in learning and teaching. Experiments with three different systems are presented.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Stephenson:2009:VER, author = "Ben Stephenson", title = "Visual examples of recursion", journal = j-SIGCSE, volume = "41", number = "3", pages = "400--400", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563042", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "Because recursion is generally introduced early in the curriculum, the range of problems that can be used to motivate its study is limited. We describe three interesting visual problems that use recursion effectively. Each problem demonstrates the utility of recursion in an engaging way while being appropriate for students nearing the end of CS1.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kurkovsky:2009:MCM, author = "Stan Kurkovsky", title = "Making the case for mobile game development", journal = j-SIGCSE, volume = "41", number = "3", pages = "401--401", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563043", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cassel:2009:CPC, author = "Lillian Cassel and Richard LeBlanc and Andrew McGettrick and Michael Wrinn", title = "Concurrency and parallelism in the computing ontology", journal = j-SIGCSE, volume = "41", number = "3", pages = "402--402", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563044", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "This poster will describe ongoing work to modify the Computing Ontology to incorporate issues of parallelism and concurrency, motivated by recent developments in computer hardware design.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Wiesner:2009:HDR, author = "Bernhard Wiesner and Torsten Brinda", title = "How do robots foster the learning of basic concepts in informatics?", journal = j-SIGCSE, volume = "41", number = "3", pages = "403--403", month = sep, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1595496.1563045", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:23 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", note = "Proceedings of ITiCSE '09.", abstract = "In the poster a project is presented that investigates the efficiency of using educational robots in early secondary computer science education. Results will be obtained from a comparative study in 9th grade informatics classes.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Gotterbarn:2009:TPW, author = "Don Gotterbarn", title = "Thinking professionally: When soon after is way too late: the deception of 'opt-out' systems", journal = j-SIGCSE, volume = "41", number = "4", pages = "6--8", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709426", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kumar:2009:RBF, author = "Deepak Kumar", title = "Reflections: Back to the future 100?", journal = j-SIGCSE, volume = "41", number = "4", pages = "8--9", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709427", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Clear:2009:TIS, author = "Tony Clear", title = "Thinking issues: Strategies for answering examination questions: how do novice programmers build a theory of the program?", journal = j-SIGCSE, volume = "41", number = "4", pages = "9--12", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709428", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Topi:2009:ERC, author = "Heikki Topi", title = "{IS} Education: The role of {IS} in computing education", journal = j-SIGCSE, volume = "41", number = "4", pages = "12--13", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709429", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2009:CRB, author = "Raymond Lister", title = "{CS} Research: Book burning, naturally occurring data, and the stages of pedagogic grief", journal = j-SIGCSE, volume = "41", number = "4", pages = "13--14", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709430", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Walker:2009:CIG, author = "Henry M. Walker", title = "Classroom issues: Grading and the allocation of points", journal = j-SIGCSE, volume = "41", number = "4", pages = "14--16", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709431", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Hawthorne:2009:CCCb, author = "Elizabeth K. Hawthorne", title = "Community college corner: Upcoming computing education summit for community colleges", journal = j-SIGCSE, volume = "41", number = "4", pages = "16--17", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709432", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Petre:2009:DEW, author = "Marian Petre", title = "Distance education: What our children can teach us about distance learning and learning programming", journal = j-SIGCSE, volume = "41", number = "4", pages = "17--18", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709433", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Kaczmarczyk:2009:PMA, author = "Lisa Kaczmarczyk", title = "Percolations: Mind alterations: the {IDE} and their conceptual development", journal = j-SIGCSE, volume = "41", number = "4", pages = "19--20", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709434", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Popyack:2009:UPE, author = "Jeffrey Popyack", title = "Upsilon pi epsilon: New happenings", journal = j-SIGCSE, volume = "41", number = "4", pages = "20--21", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709435", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Henderson:2009:MCA, author = "Peter B. Henderson", title = "Math counts: Arguments, proofs, and \ldots{}", journal = j-SIGCSE, volume = "41", number = "4", pages = "21--22", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709436", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2009:CCL, author = "David Ginat", title = "Colorful challenges: The lengthy $0$--$1$", journal = j-SIGCSE, volume = "41", number = "4", pages = "22--23", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709437", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Yang:2009:SMA, author = "Feng-Jen Yang", title = "Stopping a myth in artificial neural networks", journal = j-SIGCSE, volume = "41", number = "4", pages = "25--29", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709439", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The myth of ``the more neurons, the better learning'' is commonly held in artificial intelligence personnel. The side effect of having too many neurons may not be easily observed unless some active measurements and analyses are taken. In this study, I performed a series of experiments to make various neural networks learn the same quadratic equation and then analyzed three statistical data to illustrate the problems that can be caused by having more than necessary number of neurons in a neural network.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mahoney:2009:TCC, author = "William Mahoney and Jay Pedersen", title = "Teaching compiler code generation: simpler is better", journal = j-SIGCSE, volume = "41", number = "4", pages = "30--34", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709440", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The code generation portion of a compiler is still typically constructed by hand in an ad-hoc manner. When teaching a compiler construction class, the code generation phase can occupy a large portion of a one semester project. To address this, we have created an extremely small instruction set simulator which is easily learned in a short period of time. We've termed this a RRISC (Really Reduced Instruction Set Computer) and have been using it successfully for several years.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ginat:2009:NMD, author = "David Ginat", title = "On the non-modular design of on-the-fly computations", journal = j-SIGCSE, volume = "41", number = "4", pages = "35--39", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709441", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "On-the-fly computations are apparent in all levels of the CS studies. Yet, textbooks do not underline their characterizing design features. One of their primary features is the non-modular composition of design patterns. Additional design features involve insightful observations and the perspective of state transitions. Unfortunately, novices demonstrate limited competence with these features, even after repeatedly seeing on-the-fly designs. The objective of this paper is to shed light on the novice difficulties, and to elaborate on the above features, in advocating the importance of their explicit presentation to students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Goulding:2009:ESA, author = "Tom Goulding", title = "An encryption system in assembly language: a game-like project for novice programmers", journal = j-SIGCSE, volume = "41", number = "4", pages = "40--44", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709442", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This case study discusses the incorporation of encryption systems development into the educational journey of undergraduate computer science or game development majors. We discuss the experience of first semester Daniel Webster College sophomores who attempted to develop the German WWII ENIGMA encryption system in assembly language. By incorporating a real world encryption system project into a beginning computer architecture class students become deeply immersed in numbering systems, hardware logic design, operating system services and, of course instruction set architectures. Of necessity, they also must refine and develop their programming skills to an extraordinary degree. During the past seven years we have found that most students can develop a complete software version of the complex and amazing ENIGMA encryption system. We outline in this paper the strategy that seems to lead to a successful outcome for most students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ensley:2009:HAP, author = "Douglas Ensley", title = "A hands-on approach to proof and abstraction", journal = j-SIGCSE, volume = "41", number = "4", pages = "45--47", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709443", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Abstraction is an important part of mathematics and computer science, and it is a common stumbling point for students learning how to write mathematical proofs. This article outlines simple strategies for making mathematical proof less abstract in the context of the discrete mathematics course.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Pillay:2009:LDE, author = "Nelishia Pillay", title = "Learning difficulties experienced by students in a course on formal languages and automata theory", journal = j-SIGCSE, volume = "41", number = "4", pages = "48--52", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709444", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Students taking courses on formal languages and automata theory (FLAT) usually do not find these courses interesting and experience difficulty in grasping the different concepts. While there has been a vast amount of research into methodologies to assist students to conceptualize FLAT topics, there has been no research into the actual learning difficulties experienced by students with the different topics. This paper reports on the findings of a study conducted to identify these learning difficulties for some of the FLAT topics.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Maniccam:2009:SSU, author = "S. Maniccam", title = "Sorting and searching using {Lisp}, functional programming, and recursion", journal = j-SIGCSE, volume = "41", number = "4", pages = "53--56", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709445", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents some commonly used algorithms and data structures using the Lisp language, functional programming style, and recursive thinking. Insertion sort, selection sort, quick sort, binary search tree, search, insertion, and deletion operations are presented. The algorithms are written in purely functional and recursive style using Lisp. Only a small subset of Lisp is used to write the algorithms. Various factors related to learning, teaching, and the curriculum are pointed out.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Minsker:2009:CLH, author = "Steven Minsker", title = "The classical\slash linear {Hanoi} hybrid problem: regular configurations", journal = j-SIGCSE, volume = "41", number = "4", pages = "57--61", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709446", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "We continue our study, begun in [3], of the classical/linear Towers of Hanoi ``hybrid'' problem, in which there are three pegs arranged in a row, and the rules governing ring movement depend on ring color. Whereas [3] dealt with perfect to perfect configuration problems in a very straightforward manner, the current paper discusses deterministic and dynamic algorithms for regular to regular problems, which turn out to be far more complicated than perhaps might be expected.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cummins:2009:TBF, author = "Stephen Cummins and Liz Burd and Andrew Hatch", title = "Tag based feedback for programming courses", journal = j-SIGCSE, volume = "41", number = "4", pages = "62--65", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709447", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper reports the findings of a preliminary investigation into whether feedback generated by annotating source code with tags is considered useful by undergraduate students. These types of annotations facilitate a new approach to presenting assessment feedback to students in the form of a Web 2.0 tagging environment. This paper highlights the benefits and limitations of this approach as well as details of student reaction and behavior. This investigation focuses on assessment and feedback for an undergraduate Software Engineering Group Project. The preliminary results collected encourage further investigation of this approach.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ritter:2009:ISP, author = "Nicola Ritter and Tanya McGill and Nik Thompson", title = "Incremental submission of programming code using object-oriented classes", journal = j-SIGCSE, volume = "41", number = "4", pages = "66--70", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709448", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Given increasing adoption of agile software development methodologies it is essential that information technology students are exposed to them. This paper describes and evaluates an attempt to introduce agile programming into a core second year programming course. The initiative appeared to be associated with improvements in both drop out and pass rate, and student perceptions of the innovation were largely positive.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Labouseur:2009:BBO, author = "Alan G. Labouseur", title = "A browser-based operating systems project: {JavaScript} adventures in dinosaur slaying", journal = j-SIGCSE, volume = "41", number = "4", pages = "71--75", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709449", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper presents one educator's experience with a browser-based project for an upper-level/graduate Operating Systems course. The author explains the project goals, why the browser in general and JavaScript in particular are so well suited for this task, challenges and their solutions, the incremental assignments that ultimately result in a fairly complex OS simulation by the end of the semester, the response to the project, and some ideas about where to go next.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Milner:2009:BMJ, author = "Walter W. Milner", title = "A broken metaphor in {Java}", journal = j-SIGCSE, volume = "41", number = "4", pages = "76--77", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709450", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In this paper, the matrix of metaphors in which Java is located is outlined, and the way that students understand event-handling through the EventListener metaphor is described, supported by interview extracts. This clashes both with the typical syntax of natural language imperatives, and with the actual mechanism of Java event handling. It is therefore a source of some confusion in students.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Rolfe:2009:APF, author = "Timothy J. Rolfe", title = "The assignment problem: further exploring parallelism", journal = j-SIGCSE, volume = "41", number = "4", pages = "78--81", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709451", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The linear assignment problem requires the determination of an optimal permutation vector for the assignment of tasks to agents. Even the backtracking implementation supports a rather powerful bounding function. An earlier article discussed the fundamental problem and executing the backtracking in parallel. This article addresses the branch-and-bound approach and shows transforming that into a parallel algorithm.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Santore:2009:SEC, author = "John Santore and Torben Lorenzen and Robert Creed and David Murphy and Roger Orcutt", title = "The software engineering class builds a {GUI} for subversion", journal = j-SIGCSE, volume = "41", number = "4", pages = "82--84", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709452", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The authors describe a software engineering course in which undergraduate students produced a GUI frontend to Subversion, a popular open source version control system. Three teams implemented the project by shelling out to the command line and one team used TkSVN. A download of the course materials and a project implementation are provided.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Ngai:2009:ISA, author = "Grace Ngai and Winnie W. Y. Lau and Stephen C. F. Chan and Hong-va Leong", title = "On the implementation of self-assessment in an introductory programming course", journal = j-SIGCSE, volume = "41", number = "4", pages = "85--89", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709453", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Much of the work in making the introductory programming course more attractive to students has centered around the course content. However, many student frustrations and anxieties stem from the assessment of the course: students do not have a clear idea of what they need to do to achieve a certain grade, and whether their work meets the expectations. We present the results of a pilot study that aims to reduce student frustrations and anxieties through the use of student self-assessment with clearly-defined criteria. Our study shows that given the proper instruction and guidance, students are able to accurately assess and predict their own grades. The result is an improved and more satisfactory learning experience.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Huggins:2009:ECS, author = "James K. Huggins", title = "Engaging computer science students through cooperative education", journal = j-SIGCSE, volume = "41", number = "4", pages = "90--94", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709454", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computer science educators continuously seek creative and effective ways of engaging students. The model of cooperative education, in which students systematically combine academic learning with practical work experiences, provides opportunities to deepen student learning, promote student retention, and prepare students for professional life. We discuss ways in which cooperative learning can engage students in the broader discipline of computer science.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Sicilia:2009:HST, author = "Miguel-Angel Sicilia", title = "How should transversal competence be introduced In computing education?", journal = j-SIGCSE, volume = "41", number = "4", pages = "95--98", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709455", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "The development of transversal or transferable competences is currently considered a key ingredient of the outcomes of Higher Education. However, course and curricula design accounting for such competences remains a challenge for which little practical guidance is available. This paper sketches a systematic procedure for introducing such competencies in courses related to engineering software by analyzing the connection of transversal abilities to specific competencies that have been recognized as important. This emphasizes the contextualization of generic skills within realistic practical activity, and avoids, at least to some extent, both overemphasis on activities oriented to developing the transversal aspects and also disconnection of these aspects with real-world performances.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Cooper:2009:ECS, author = "Stephen Cooper and Christine Nickell and Victor Piotrowski and Brenda Oldfield and Ali Abdallah and Matt Bishop and Bill Caelli and Melissa Dark and E. K. Hawthorne and Lance Hoffman and Lance C. P{\'e}rez and Charles Pfleeger and Richard Raines and Corey Schou and Joel Brynielsson", title = "An exploration of the current state of information assurance education", journal = j-SIGCSE, volume = "41", number = "4", pages = "109--125", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709457", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Information Assurance and computer security are serious worldwide concerns of governments, industry, and academia. Computer security is one of the three new focal areas of the ACM/IEEE's Computer Science Curriculum update in 2008. This ACM/IEEE report describes, as the first of its three recent trends, ``the emergence of security as a major area of concern.'' The importance of Information Assurance and Information Assurance education is not limited to the United States. Other nations, including the United Kingdom, Australia, New Zealand, Canada, and other members from NATO countries and the EU, have inquired as to how they may be able to establish Information Assurance education programs in their own country. The goal of this document is to explore the space of various existing Information Assurance educational standards and guidelines, and how they may serve as a basis for helping to define the field of Information Assurance. It was necessary for this working group to study what has been done for other areas of computing. For example, computer science (CS 2008 and associate-degree CS 2009), information technology (IT 2008), and software engineering (SE 2004), all have available curricular guidelines. In its exploration of existing government, industry, and academic Information Assurance guidelines and standards, as well as in its discovery of what guidance is being provided for other areas of computing, the working group has developed this paper as a foundation, or a starting point, for creating an appropriate set of guidelines for Information Assurance education. In researching the space of existing guidelines and standards, several challenges and opportunities to Information Assurance education were discovered. These are briefly described and discussed, and some next steps suggested.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Borstler:2009:EOO, author = "J{\"u}rgen B{\"o}rstler and Mark S. Hall and Marie Nordstr{\"o}m and James H. Paterson and Kate Sanders and Carsten Schulte and Lynda Thomas", title = "An evaluation of object oriented example programs in introductory programming textbooks", journal = j-SIGCSE, volume = "41", number = "4", pages = "126--143", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709458", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Research shows that examples play an important role for cognitive skill acquisition. Students as well as teachers rank examples as important resources for learning to program. Therefore examples must be consistent with the principles and rules of the topics we are teaching. However, educators often struggle to find or develop objectoriented example programs of high quality. Common examples are often perceived as not fully faithful to all principles and guidelines of the object-oriented paradigm, or as not following general pedagogical principles and practices. Unless students are able to engage with good examples, they will not be able to tell desirable from undesirable properties in their own and others' programs. In this paper we report on a study in which experienced educators reviewed a wide range of object-oriented examples for novices from popular textbooks. This review was accomplished using an on-line checklist that elicited responses on 10 quality factors. Results show that the evaluation instrument provides a sufficiently consistent set of responses to distinguish examples. The paper then goes on to examine some of the characteristics of good and bad examples and how this study will influence the evolution of the evaluating instrument.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Mann:2009:CSE, author = "Samuel Mann and Logan Muller and Janet Davis and Claudia Roda and Alison Young", title = "Computing and sustainability: evaluating resources for educators", journal = j-SIGCSE, volume = "41", number = "4", pages = "144--155", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709459", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "Computing has a significant impact on sustainable outcomes and computing education for sustainability has previously been identified as an important goal. This paper aims to address a barrier to the integration of sustainability into computing teaching --- that of a perceived paucity of resources. The ``framework'' (Computing Education for Sustainability, CE4S) is developed that could be used by educators to access resources for the integration of sustainability in the computing curriculum.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Lister:2009:NOD, author = "Raymond Lister and Tony Clear and Simon and Dennis J. Bouvier and Paul Carter and Anna Eckerdal and Jana Jackov{\'a} and Mike Lopez and Robert McCartney and Phil Robbins and Otto Sepp{\"a}l{\"a} and Errol Thompson", title = "Naturally occurring data as research instrument: analyzing examination responses to study the novice programmer", journal = j-SIGCSE, volume = "41", number = "4", pages = "156--173", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709460", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "In New Zealand and Australia, the BRACElet project has been investigating students' acquisition of programming skills in introductory programming courses. The project has explored students' skills in basic syntax, tracing code, understanding code, and writing code, seeking to establish the relationships between these skills. This ITiCSE working group report presents the most recent step in the BRACElet project, which includes replication of earlier analysis using a far broader pool of naturally occurring data, refinement of the SOLO taxonomy in code-explaining questions, extension of the taxonomy to code-writing questions, extension of some earlier studies on students' 'doodling' while answering exam questions, and exploration of a further theoretical basis for work that until now has been primarily empirical.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Fuller:2009:PDA, author = "Ursula Fuller and Joyce Currie Little and Bob Keim and Charles Riedesel and Diana Fitch and Su White", title = "Perspectives on developing and assessing professional values in computing", journal = j-SIGCSE, volume = "41", number = "4", pages = "174--194", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709461", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "This paper discusses how to ensure that students attain professional values important to the workplace by integrating them into computing curricula. It describes a survey of the attitudes of students, faculty and professionals in computing towards the teaching and assessment of such values. The results show that these groups share a set of professional values, though students are less convinced of their importance in the work environment. There is broad consensus on the specific behaviors and attitudes reflective of these values to be developed in the curriculum. The groups differed in their opinions of whether these attitudes and behaviors could be workably assessed.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } @Article{Isbell:2009:RDC, author = "Charles L. Isbell and Lynn Andrea Stein and Robb Cutler and Jeffrey Forbes and Linda Fraser and John Impagliazzo and Viera Proulx and Steve Russ and Richard Thomas and Yan Xu", title = "(Re)defining computing curricula by (re)defining computing", journal = j-SIGCSE, volume = "41", number = "4", pages = "195--207", month = dec, year = "2009", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/1709424.1709462", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:44:27 MST 2012", bibsource = "http://portal.acm.org/; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", abstract = "What is the core of Computing? This paper defines the discipline of computing as centered around the notion of modeling, especially those models that are automatable and automatically manipulable. We argue that this central idea crucially connects models with languages and machines rather than focusing on and around computational artifacts, and that it admits a very broad set of fields while still distinguishing the discipline from mathematics, engineering and science. The resulting computational curriculum focuses on modeling, scales and limits, simulation, abstraction, and automation as key components of a computationalist mindset.", acknowledgement = ack-nhfb, fjournal = "SIGCSE Bulletin (ACM Special Interest Group on Computer Science Education)", journal-URL = "http://portal.acm.org/browse_dl.cfm?idx=J688", } %%% ==================================================================== %%% Cross-referenced entries must come last; entries are sorted by %%% year, and then by citation label, with `bibsort -byyear': @Proceedings{Cassel:2000:PST, editor = "Boots Cassel and Nell B. Dale and Henry MacKay Walker and Susan M. Haller", booktitle = "{The proceedings of the thirty-first SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2000, Austin, Texas, March 8--12, 2000}", title = "{The proceedings of the thirty-first SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2000, Austin, Texas, March 8--12, 2000}", volume = "32(1)", publisher = pub-ACM, address = pub-ACM:adr, pages = "xxi + 446", year = "2000", CODEN = "SIGSD3", DOI = "https://doi.org/10.1145/330908.331808; https://doi.org/10.1145/331795.331808", ISBN = "1-58113-213-1", ISBN-13 = "978-1-58113-213-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2000.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, remark = "Symposium co-chairs Boots Cassel and Nell Dale. Program chair Henry Walker and Susan Haller.", } @Proceedings{Ellis:2000:PAS, editor = "Ainslie E. Ellis", booktitle = "{Proceedings of the ACM SIGCSE 4th Australasian Conference on Computer Science Education, ACSE 2000, Melbourne, Victoria, Australia, 2000}", title = "{Proceedings of the ACM SIGCSE 4th Australasian Conference on Computer Science Education, ACSE 2000, Melbourne, Victoria, Australia, 2000}", volume = "8", publisher = pub-ACM, address = pub-ACM:adr, year = "2000", CODEN = "SIGSD3", ISBN = "1-58113-271-9", ISBN-13 = "978-1-58113-271-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/acse/acse2000.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{ACM:2001:PTS, editor = "ACM", booktitle = "{Proceeding of the Thirty-second SIGCSE Technical Symposium on Computer Science Education (SIGCSE-01), 21--25 February 2001, Charlotte, North Carolina}", title = "{Proceeding of the Thirty-second SIGCSE Technical Symposium on Computer Science Education (SIGCSE-01), 21--25 February 2001, Charlotte, North Carolina}", volume = "33(1)", publisher = pub-ACM, address = pub-ACM:adr, year = "2001", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Fincher:2001:PAS, editor = "Sally Fincher and Bruce J. Klein and Fintan Culwin and Michael McCracken", booktitle = "{Proceedings of the 6th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2001, Canterbury, UK, June 25--27, 2001}", title = "{Proceedings of the 6th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2001, Canterbury, UK, June 25--27, 2001}", publisher = pub-ACM, address = pub-ACM:adr, year = "2001", CODEN = "SIGSD3", ISBN = "1-58113-330-8", ISBN-13 = "978-1-58113-330-1", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2001.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Finckel:2001:PAS, editor = "David Finckel", booktitle = "{Proceedings of the 6th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE-01), 25--27 June 2001, Canterbury, UK}", title = "{Proceedings of the 6th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE-01), 25--27 June 2001, Canterbury, UK}", volume = "33(3)", publisher = pub-ACM, address = pub-ACM:adr, year = "2001", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Walker:2001:PST, editor = "Henry MacKay Walker and Ren{\'e}e A. McCauley and Judith L. Gersting and Ingrid Russell", booktitle = "{Proceedings of the 32rd SIGCSE Technical Symposium on Computer Science Education, 2001, Charlotte, North Carolina, USA, 2001}", title = "{Proceedings of the 32rd SIGCSE Technical Symposium on Computer Science Education, 2001, Charlotte, North Carolina, USA, 2001}", publisher = pub-ACM, address = pub-ACM:adr, year = "2001", CODEN = "SIGSD3", ISBN = "1-58113-329-4", ISBN-13 = "978-1-58113-329-5", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2001.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Caspersen:2002:PAS, editor = "Michael E. Caspersen and Dan Joyce and Don Goelman and Ian Utting", booktitle = "{Proceedings of the 7th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2002, Aarhus, Denmark, June 24--28, 2002}", title = "{Proceedings of the 7th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2002, Aarhus, Denmark, June 24--28, 2002}", publisher = pub-ACM, address = pub-ACM:adr, year = "2002", CODEN = "SIGSD3", ISBN = "1-58113-499-1", ISBN-13 = "978-1-58113-499-5", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2002.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Finkel:2002:PAS, editor = "David Finkel", booktitle = "{Proceedings of the 7th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE-02), 24--28 June 2002, Aarhus, Denmark}", title = "{Proceedings of the 7th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education (ITiCSE-02), 24--28 June 2002, Aarhus, Denmark}", volume = "34(3)", publisher = pub-ACM, address = pub-ACM:adr, year = "2002", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Gersting:2002:PST, editor = "Judith L. Gersting and Henry MacKay Walker and Scott Grissom", booktitle = "{The proceedings of the thirty-third SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2002, Northern Kentucky, February 27--March 3, 2002: theme, At the center of change}", title = "{The proceedings of the thirty-third SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2002, Northern Kentucky, February 27--March 3, 2002: theme, At the center of change}", publisher = pub-ACM, address = pub-ACM:adr, pages = "xix + 442", year = "2002", CODEN = "SIGSD3", ISBN = "1-58113-473-8", ISBN-13 = "978-1-58113-473-5", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2002.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, remark = "ACM order number 457020.", subject = "Computers; Study and teaching; Congresses; Computer science", } @Proceedings{Impagliazzo:2002:PTT, editor = "John Impagliazzo", booktitle = "{Proceedings of the Thirty-third SIGCSE Technical Symposium on Computer Science Education (SIGCSE-02), 27 February--3 March 2002, Northern Kentucky, USA}", title = "{Proceedings of the Thirty-third SIGCSE Technical Symposium on Computer Science Education (SIGCSE-02), 27 February--3 March 2002, Northern Kentucky, USA}", volume = "34(1)", publisher = pub-ACM, address = pub-ACM:adr, year = "2002", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Anonymous:2003:PTF, editor = "Anonymous", booktitle = "{Proceedings of the Thirty-Fourth SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2003: Reno, Nevada, USA, February 19--22, 2003}", title = "{Proceedings of the Thirty-Fourth SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2003: Reno, Nevada, USA, February 19--22, 2003}", publisher = pub-ACM, address = pub-ACM:adr, pages = "xxiii + 420", year = "2003", CODEN = "SIGSD3", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", LCCN = "QA76.27 .A34 2003", bibdate = "Mon Nov 19 05:50:40 MST 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; z3950.loc.gov:7090/Voyager", acknowledgement = ack-nhfb, remark = "ACM order number 457030.", subject = "Computers; Study and teaching; Congresses; Computer science", } @Proceedings{Dagdilelis:2003:PAS, editor = "Vassilios Dagdilelis and Maya Satratzemi and David Finkel and Roger D. Boyle and Georgios Evangelidis", booktitle = "{Proceedings of the 8th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2003, Thessaloniki, Greece, June 30 --- July 2, 2003}", title = "{Proceedings of the 8th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2003, Thessaloniki, Greece, June 30 --- July 2, 2003}", publisher = pub-ACM, address = pub-ACM:adr, year = "2003", CODEN = "SIGSD3", ISBN = "1-58113-672-2", ISBN-13 = "978-1-58113-672-2", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2003.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Finkel:2003:PAC, editor = "David Finkel", booktitle = "{Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE-03), 30 June--2 July 2003, Thessaloniki, Greece}", title = "{Proceedings of the 8th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE-03), 30 June--2 July 2003, Thessaloniki, Greece}", volume = "35(3)", publisher = pub-ACM, address = pub-ACM:adr, year = "2003", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Grissom:2003:PST, editor = "Scott Grissom and Deborah Knox and Dan Joyce and Wanda Dann", booktitle = "{Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, 2003, Reno, Nevada, USA, February 19--23, 2003}", title = "{Proceedings of the 34th SIGCSE Technical Symposium on Computer Science Education, 2003, Reno, Nevada, USA, February 19--23, 2003}", publisher = pub-ACM, address = pub-ACM:adr, year = "2003", CODEN = "SIGSD3", ISBN = "1-58113-648-X", ISBN-13 = "978-1-58113-648-7", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2003.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Boyle:2004:PAS, editor = "Roger D. Boyle and Martyn Clark and Amruth Kumar", booktitle = "{Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2004, Leeds, UK, June 28--30, 2004}", title = "{Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2004, Leeds, UK, June 28--30, 2004}", publisher = pub-ACM, address = pub-ACM:adr, year = "2004", CODEN = "SIGSD3", ISBN = "1-58113-836-9", ISBN-13 = "978-1-58113-836-8", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2004.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Impagliazzo:2004:PST, editor = "John Impagliazzo", booktitle = "{Proceedings of the 35th SIGCSE technical symposium on Computer science education (SIGCSE-04), 3--7 March 2004, Norfolk, Virginia, USA}", title = "{Proceedings of the 35th SIGCSE technical symposium on Computer science education (SIGCSE-04), 3--7 March 2004, Norfolk, Virginia, USA}", volume = "36(1)", publisher = pub-ACM, address = pub-ACM:adr, year = "2004", CODEN = "SIGSD3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 10:29:15 2012", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Joyce:2004:PST, editor = "Dan Joyce and Deborah Knox and Wanda Dann and Thomas L. Naps", booktitle = "{Proceedings of the thirty-fifth SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2004: Norfolk, Virginia, USA, March 3--7, 2004}", title = "{Proceedings of the thirty-fifth SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2004: Norfolk, Virginia, USA, March 3--7, 2004}", publisher = pub-ACM, address = pub-ACM:adr, pages = "xxiv + 520", year = "2004", CODEN = "SIGSD3", ISBN = "1-58113-798-2", ISBN-13 = "978-1-58113-798-9", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2004.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, remark = "ACM order number 457040. Symposium chairs Daniel Joyce and Deborah Knox.", subject = "Computers; Study and teaching; Congresses; Computer science", } @Proceedings{Cunha:2005:PAS, editor = "Jos{\'e} C. Cunha and William M. Fleischman and Viera K. Proulx and Jo{\~a}o Louren{\c{c}}o", booktitle = "{Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2005, Caparica, Portugal, June 27--29, 2005}", title = "{Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2005, Caparica, Portugal, June 27--29, 2005}", publisher = pub-ACM, address = pub-ACM:adr, year = "2005", CODEN = "SIGSD3", ISBN = "1-59593-024-8", ISBN-13 = "978-1-59593-024-8", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2005.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Dann:2005:PST, editor = "Wanda Dann and Thomas L. Naps and Paul T. Tymann and Doug Baldwin", booktitle = "{Proceedings of the thirty-sixth SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2005, St. Louis, Missouri, February 23--27, 2005}", title = "{Proceedings of the thirty-sixth SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2005, St. Louis, Missouri, February 23--27, 2005}", publisher = pub-ACM, address = pub-ACM:adr, pages = "xxiv + 585", year = "2005", CODEN = "SIGSD3", ISBN = "1-58113-997-7 (paperback)", ISBN-13 = "978-1-58113-997-6 (paperback)", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", LCCN = "QA76.27 .A34 2005", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2005.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, remark = "Symposium chair Wanda Dann. Program chairs Doug Baldwin and Paul Tymann.", subject = "Computers; Study and teaching; Congresses; Computer science", } @Proceedings{ACM:2006:PST, editor = "{ACM}", booktitle = "{Proceedings of the thirty-seventh SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2006: Houston, TX, USA, March 1--5, 2006}", title = "{Proceedings of the thirty-seventh SIGCSE Technical Symposium on Computer Science Education: SIGCSE 2006: Houston, TX, USA, March 1--5, 2006}", publisher = pub-ACM, address = pub-ACM:adr, pages = "xxiv + 587", year = "2006", CODEN = "SIGSD3", ISBN = "1-59593-259-3", ISBN-13 = "978-1-59593-259-4", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", LCCN = "QA76.27", bibdate = "Sat Oct 14 15:15:41 2006", bibsource = "https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; z3950.bibsys.no:2100/BIBSYS", note = "ACM order number 457060.", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Baldwin:2006:PST, editor = "Doug Baldwin and Paul T. Tymann and Susan M. Haller and Ingrid Russell", booktitle = "{Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2006, Houston, Texas, USA, March 3--5, 2006}", title = "{Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2006, Houston, Texas, USA, March 3--5, 2006}", publisher = pub-ACM, address = pub-ACM:adr, year = "2006", CODEN = "SIGSD3", ISBN = "1-59593-259-3", ISBN-13 = "978-1-59593-259-4", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2006.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Davoli:2006:PAS, editor = "Renzo Davoli and Michael Goldweber and Paola Salomoni", booktitle = "{Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2006, Bologna, Italy, June 26--28, 2006}", title = "{Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2006, Bologna, Italy, June 26--28, 2006}", publisher = pub-ACM, address = pub-ACM:adr, year = "2006", CODEN = "SIGSD3", ISBN = "1-59593-055-8", ISBN-13 = "978-1-59593-055-2", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2006.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Hughes:2007:PAS, editor = "Janet Hughes and D. Ramanee Peiris and Paul T. Tymann", booktitle = "{Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2007, Dundee, Scotland, UK, June 25--27, 2007}", title = "{Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2007, Dundee, Scotland, UK, June 25--27, 2007}", publisher = pub-ACM, address = pub-ACM:adr, year = "2007", CODEN = "SIGSD3", ISBN = "1-59593-610-6", ISBN-13 = "978-1-59593-610-3", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2007.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Russell:2007:PST, editor = "Ingrid Russell and Susan M. Haller and J. D. Dougherty and Susan H. Rodger", booktitle = "{SIGCSE 2007: proceedings of the Thirty-Eighth SIGCSE Technical Symposium on Computer Science Education: March 7--10, 2007, Covington, Kentucky, USA}", title = "{SIGCSE 2007: proceedings of the Thirty-Eighth SIGCSE Technical Symposium on Computer Science Education: March 7--10, 2007, Covington, Kentucky, USA}", publisher = pub-ACM, address = pub-ACM:adr, pages = "xxvi + 607", year = "2007", CODEN = "SIGSD3", ISBN = "1-59593-361-1 (paperback)", ISBN-13 = "978-1-59593-361-4 (paperback)", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", LCCN = "QA76.27 .A34 2007", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2007.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib; z3950.loc.gov:7090/Voyager", series = j-SIGCSE, acknowledgement = ack-nhfb, remark = "ACM order number 457070.", subject = "Computers; Study and teaching; Congresses; Computer science; Study and teaching (Higher)", } @Proceedings{Amillo:2008:PAS, editor = "June Amillo and Cary Laxer and Ernestina Menasalvas Ruiz and Alison Young", booktitle = "{Proceedings of the 13th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2008, Madrid, Spain, June 30--July 2, 2008}", title = "{Proceedings of the 13th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2008, Madrid, Spain, June 30--July 2, 2008}", publisher = pub-ACM, address = pub-ACM:adr, year = "2008", CODEN = "SIGSD3", ISBN = "1-60558-078-3", ISBN-13 = "978-1-60558-078-4", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/iticse/iticse2008.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, } @Proceedings{Dougherty:2008:PST, editor = "J. D. Dougherty and Susan H. Rodger and Sue Fitzgerald and Mark Guzdial", booktitle = "{Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2008, Portland, OR, USA, March 12--15, 2008}", title = "{Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2008, Portland, OR, USA, March 12--15, 2008}", publisher = pub-ACM, address = pub-ACM:adr, year = "2008", CODEN = "SIGSD3", ISBN = "1-59593-799-4", ISBN-13 = "978-1-59593-799-5", ISSN = "0097-8418 (print), 2331-3927 (electronic)", ISSN-L = "0097-8418", bibdate = "Sat Nov 17 15:05:50 2012", bibsource = "DBLP; http://dblp.uni-trier.de/db/conf/sigcse/sigcse2008.html; https://www.math.utah.edu/pub/tex/bib/sigcse2000.bib", series = j-SIGCSE, acknowledgement = ack-nhfb, }