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SIGCSE 1988: Atlanta, Georgia, USA
- Herbert L. Dershem:
Proceedings of the 19th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1988, Atlanta, Georgia, USA, February 25-26, 1988. ACM 1988, ISBN 978-0-89791-256-3 - William J. Collins:
The trouble with for-loop invariants. 1-4 - Richard M. Plishka:
File processing - a correctness approach. 5-8 - C. T. Zahn:
A phased programming paradigm. 9-12 - Dale A. Brown:
Requiring CS1 students to write requirements specifications: a rationale, implementation suggestions, and a case study. 13-16 - Linda L. Deneen, Keith R. Pierce:
Development and documentation of computer programs in undergraduate computer science programs. 17-21 - Stuart Reges, John McGrory, Jeff Smith:
The effective use of undergraduates to staff large introductory CS courses. 22-25 - M. Zimmermann, F. Perrenoud, André Schiper:
Understanding concurrent programming through program animation. 27-31 - Jerud J. Mead:
The multiuser calculator: an operating system project. 32-35 - M. Stella Atkins, Louis J. Hafer, Patrick Leung:
Robots in the laboratory. 36-40 - Peter J. Denning, Douglas Comer, David Gries
, Michael C. Mulder, Allen B. Tucker, A. Joe Turner, Paul R. Young:
Computing as a discipline: preliminary report of the ACM task force on the core of computer science. 41 - Ronald J. Leach, Jeffrey A. Brumfield, Michael B. Feldman, Charles M. Shub:
Concurrency in the undergraduate curriculum. 42 - J. Stanley Warford:
Introductory computer science: the case for a unified view. 44-48 - Elliot B. Koffman:
The case for Modula-2 in CS1 and CS2. 49-53 - Laurie Honour Werth:
Integrating software engineering into an intermediate programming class. 54-58 - George M. Whitson:
An introduction to the parallel distributed processing model of cognition and some examples of how it is changing the teaching of artificial intelligence. 59-62 - Ralph M. Butler, Roger Eggen, Susan R. Wallace:
Introducing parallel processing at the undergraduate level. 63-67 - Christopher H. Nevison:
An undergraduate parallel processing laboratory. 68-72 - David Finkel, Gary Haggard:
Program complexity: a tutorial. 73-77 - Yap Siong Chua, Charles N. Winton:
Undergraduate theory of computation: an approach using simulation tools. 78-82 - N. Adlai A. De Pano:
Algorithmic paradigms: examples in computational geometry. 83-87 - Robert Cannon, John T. Gorgone, Tom Ho, John D. McGregor:
Proposed criteria for accreditation of computer information systems programs. 88 - Robert M. Aiken, Elizabeth S. Adams, Susan Foster, Richard Little, William A. Marion, Judith D. Wilson, Gayle J. Yaverbaum:
Computer science education in China. 89 - J. Wey When, Gordon R. Jones:
A major in computer applications for small liberal arts colleges. 90-94 - R. Rainey Little, Mark Smotherman:
Assembly language courses in transition. 95-99 - James Bradley:
The role of mathematics in the computer science curriculum. 100-103 - Iraj Hirmanpour:
A student system development diagrammer. 104-108 - Daniel Farkas:
Choosing group projects for advanced systems courses. 109-115 - Vijay Kanabar:
Introducing knowledge-based projects in a systems development course. 114-118 - Gayle J. Yaverbaum:
Requirement methods: a graduate level course that integrates software engineering principles with information systems theory. 119-123 - Calvin Selig, Sallie M. Henry:
A design tool used to quantitatively evaluate student projects. 124-128 - Catherine L. Bullard, Inez Caldwell, James Harrell, Cis Hinkle, A. Jefferson Offutt:
Anatomy of a software engineering project. 129-133 - Larry Neal, John Connolly, Doyle D. Knight, David Matthews-Morgan:
The role of supercomputers in higher education. 134 - Clinton P. Fuelling, Anne-Marie Lancaster, Mark C. Kertstetter, R. Waldo Roth, William A. Brown, Richard K. Reidenbach, Ekawan Wongsawatgul:
Computer science undergraduate capstone course. 135 - Helen Duerr Hays:
Interactive graphics: a tool for beginning programming students in discovering solutions to novel problems. 137-141 - John R. Pugh, Cafee Leung:
Application frameworks: experience with MacApp. 142-147 - Moshe Augenstein, Yedidyah Langsam:
Automatic generation of graphic displays of data structures through a preprocessor. 148-149 - Terry Flaherty:
A simple technique to motivate structured programming. 153-155 - Barry J. Donahue:
Using assembly language to teach concepts in the introductory course. 158-162 - Mark R. Headington:
Introducing finite automata in the first course. 163-167 - Ted Mims, Raymond O. Folse, Andrea Martin:
Planning and implementing an internship program for undergraduate computer science students. 168-170 - Joyce Currie Little, Laurence J. Cooper, Barry C. Davis, John Alexander, Peter Joyce, Charles J. Schmitt:
An industry/academic partnership experiment: a course in artificial intelligence. 171-175 - Charles P. Howerton:
"Cactus Systems": a computer science practicum that is more than a capstone. 176-180 - William E. McBride, James Calhoun, James L. Richards, Harriet G. Taylor, F. Garnet Walters:
Recruiting more computer science students - what to do after the "glamour" has gone away? 181 - James R. Sidbury, Nancy Baxter, Richard F. Dempsey, Ralph A. Morelli, Robert Prince:
Computing resources in small colleges. 182 - Joseph B. Klerlein, Curtis Fullbright:
A transition from bubble to shell sort. 183-184 - David A. Scanlan:
Should short, relatively complex algorithms be taught using both graphical and verbal methods? Six replications. 185-189 - Richard E. Pattis:
Textbook errors in binary searching. 190-194 - David F. Haas:
Teaching database using a real DBMS: experience with INGRES. 195-199 - Ronald S. King:
A "course" for data modelling. 200-204 - Lee A. Becker, Xiaoyi Huang:
An intelligent tutor for normal form determination. 205-209 - Jan L. Harrington:
The computer background of incoming freshman: looking for emerging trends. 210-214 - Harriet G. Taylor, Cathleen A. Norris:
Retraining pre-college teachers: a survey of state computing coordinators. 215-218 - Hilton Chen, Wayne Summers:
IBM 3270 full screen interactive programming without CICS. 219-222 - Donald J. Bagert, Daniel I. A. Cohen, Gary Ford, Donald K. Friesen, Daniel D. McCracken, Derick Wood:
The increasing role of computer theory in undergraduate curricula. 223 - Marguerite Summers, William B. Evans, James J. Fletcher, Cindy Hanchey, Leslie J. Waguespack:
Program plagiarism revisited: current issues and approaches. 224 - Alice L. Clarke, Gerald W. Adkins:
A microcomputer oriented computer literacy course. 225-229 - Mary Sumner, James E. Benjamin:
The impact of menus and command-level feedback on learners' acquisition of data base language skills. 230-234 - Jean Buddington Martin, Kenneth E. Martin:
A profile of today's computer literacy students: an update. 235-239 - Katherine N. Macfarlane, Barbee T. Mynatt:
A study of an advance organizer as a technique for teaching computer programming concepts. 240-243 - Barry L. Kurtz, J. Mack Adams:
Using concept expansion and level integration in an introductory computer science course. 244-248 - Terrence W. Pratt:
Teaching programming: a new approach based on analysis skills. 249-253 - Howard Lambert:
Pascal's emulation of a Prolog program. 254-258 - John Najarian:
Modeling in Prolog. 259-262 - Bruce S. Elenbogen, Martha R. O'Kennon:
Teaching recursion using fractals in Prolog. 263-266 - Keith Barker, A. Wayne Bennett, Gordon E. Stokes, Mike Lucas, Maarten van Swaay:
Goal-oriented laboratory development in CS/EE. 267 - Robert M. Aiken, Neal S. Coulter, Julia E. Hodges, Joyce Currie Little, Helen C. Takacs, A. Joe Turner:
Continuing education activities of the ACM. 268 - Ivan B. Liss, Thomas C. McMillan:
An amazing exercise in recursion for CS1 and CS2. 270-274 - Susan Wiedenbeck:
Learning recursion as a concept and as a programming technique. 275-278 - Brian A. Rudolph:
Spin-out: the Chinese rings in the classroom. 279-282 - H. Willis Means:
A content analysis of ten introduction to programming textbooks. 283-287 - Donald J. Bagert:
Should computer science examinations contain "programming" problems? 288-292 - David M. Olson:
The reliability of analytic and holistic methods in rating students' computer programs. 293-298 - Peter D. Smith:
Computing trends in small liberal arts colleges. 299-303 - John W. McCormick:
Using a model railroad to teach digital process control. 304-308 - Pierre A. von Kaenel:
Microprogramming a watch: tools for a course in computer organization. 309-312 - Steve Cunningham, Judith R. Brown, Robert P. Burton, Mark R. Ohlson:
Varieties of computer graphics courses in computer science. 313
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