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ORCIDSIGCSE 1991: San Antonio, Texas, USA
- Nell B. Dale:
Proceedings of the 22nd SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1991, San Antonio, Texas, USA, March 7-8, 1991. ACM 1991, ISBN 0-89791-377-9 - August E. Sapega:
Introducing undergraduate engineering students to laboratory automation using high-level application programs. 1-5 - James Robergé, Candice Suriano:
Embedding laboratories within the computer science curriculum. 6-10 - Edward C. Epp:
An experimental computer science laboratory. 11-14 - William A. Shay:
A software project for a data communication course. 15-20 - Paul T. Tymann:
VNET: a tool for teaching computer networking to undergraduates. 21-24 - Chris McDonald:
A network specification language and execution environment for undergraduate teaching. 25-34 - Rockford J. Ross:
Experience with the DYNAMOD program animator. 35-42 - Susan R. Wallace, F. Layne Wallace:
Two neural network programming assignments using arrays. 43-47 - Elizabeth E. Katz, Hayden S. Porter:
HyperTalk as an overture to CS1. 48-54 - Jane M. Fritz:
HyperCard applications for teaching information systems. 55-61 - Mary J. Granger, Roger Alan Pick:
The impact of computer-aided software engineering on student performance. 62-72 - Mark Temte:
Let's begin introducing the object-oriented paradigm. 73-77 - David Arnow:
The Iliad and the WHILE loop: computer literacy in a liberal arts program. 78-81 - Robert Geitz:
Algorithms and images: computer graphics as an introduction to science. 82-86 - William J. Taffe:
Simulation and modelling with Stella: a general education course. 87-91 - David Jackson:
A mini-course on concurrency. 92-96 - Janet Hartman, Dean Sanders:
Teaching a course in parallel processing with limited resources. 97-101 - Allan L. Fisher, Thomas R. Gross:
Teaching the programming of parallel computers. 102-107 - Evan Golub, Moshe Augenstein:
Creation of a new case for LUPSort: ALTERNATING. 108-111 - Owen L. Astrachan:
Pictures as invariants. 112-118 - Tom P. Whaley:
A framework for program verification in the context of linked structures and pointer variables. 119-123 - Vicki L. Almstrum:
The relationship between pre-college mathematics and the undergraduate computer science curricula. 124-129 - Thomas J. Scott:
Mathematics and computer science at odds over real numbers. 130-139 - Gary Haggard:
A project for data structures and algorithms. 140-145 - Debra A. Lelewer, Cheng Ng:
An honors course in data compression. 146-150 - Richard Johnsonbaugh, Martin Kalin:
A graph generation software package. 151-154 - Dorian P. Yeager:
Teaching concurrency in the programming languages course. 155-161 - Barry L. Kurtz:
Laboratory activities for studying the formal semantics of programming languages. 162-168 - Barry L. Kurtz, Richard L. Oliver, Edward M. Collins:
The design, implementation, and use of DSTutor: a tutoring system for denotational semantics. 169-177 - Ken Slonneger:
An exercise in denotational semantics. 178-183 - Yuksel Uckan:
Integrating logic programming into a data base course: views as rules in deductive relational data bases. 184-191 - Hossein Saiedian
, Hassan Farhat:
A team-oriented, project-intensive database course. 192-198 - Louis A. Foster, Norman L. Hughes:
Making files real with a virtual disk. 199-204 - Linda H. Pesante:
Integrating writing into computer science courses. 205-209 - James C. McKim, Timothy O. Martyn, Roger H. Brown, Michael M. Danchak, Kathleen L. Farrell, C. William Higginbotham, Irina Ilovic, Brian J. McCartin, J. Peter Matelski:
An alternative culminating experience for master's students in computer science. 210-218 - Amos O. Olagunju:
The plight of a minority in computer science: an educational manifesto. 219-225 - John Motil:
Begin-BIG an approach to the introductory computing course. 226-230 - Suzanne Skublics, Paul White:
Teaching Smalltalk as a first programming language. 231-234 - Gary H. Locklair:
The introductory computer science course. 235-239 - Jane C. Hill, Andrew Wayne:
A CYK approach to parsing in parallel: a case study. 240-245 - Ahmad Ghafarian:
An experimental approach to a course on parallel and distributed algorithms. 246-253 - Robert M. Harlan:
Searching in parallel: a case study with the single-source shortest path algorithm. 254-259 - John W. McCormick:
A laboratory for teaching the development of real-time software systems. 260-264 - Carl W. Steidley:
Robotics: a closer look at microprocessor systems. 265-272 - Wayne D. Smith:
The design of an inexpensive undergraduate data communications laboratory. 273-276 - Frances K. Bailie:
Improving the modularization ability of novice programmers. 277-282 - Ann E. Fleury:
Parameter passing: the rules the students construct. 283-286 - Darrah Chavey:
A structured laboratory component for the introductory programming course. 287-295 - Joseph M. Clifton:
An industry approach to the software engineering course. 296-299 - James E. Tomayko:
Teaching software development in a studio environment. 300-303 - C. William Higginbotham, Ralph A. Morelli:
A system for teaching concurrent programming. 309-316 - Ted Mims, Andrzej Hoppe:
Utilizing a transputer laboratory and Occam2 in an undergraduate operating systems course. 317-323 - John M. Jeffrey:
Using Petri nets to introduce operating system concepts. 324-329 - Steve Cunningham:
User interface programming: a human-computer communication course for computer science. 330-336 - James L. Silver:
Using Ada to specify and evaluate projects in a data structures course. 337-340 - Greg W. Scragg:
Most computer organization courses are built upside down. 341-346 - Dale Skrien, John Hosack:
A multilevel simulator at the register transfer level for use in an introductory machine organization class. 347-351 - David Doss, Bill E. Swafford:
Networking non-network applications. 352-357 - William J. Collins:
Estimating execution times: a laboratory exercise for CS2. 358-363 - Gary Ford:
The SEI undergraduate curriculum in software engineering. 375-385
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