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ORCIDSIGCSE 1989: Louisville, Kentucky, USA
- Robert A. Barrett, Maynard J. Mansfield:
Proceedings of the 20th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 1989, Louisville, Kentucky, USA, February 23-24, 1989. ACM 1989, ISBN 978-0-89791-298-3 - Larry Brumbaugh:
An undergraduate course in applied data communications. 1-5 - Larry Hughes:
Low-cost networks and gateways for teaching data communications. 6-11 - Margaret M. Reek:
An undergraduate concentration in networking and distributed systems. 12-16 - Jacobo Carrasquel, Jim Roberts, John Pane:
The design tree: a visual approach to top-down design and data flow. 17-21 - Rex E. Gantenbein:
Programming as process: a "Novel" approach to teaching programming. 22-26 - Peter B. Henderson, Francisco J. Romero:
Teaching recursion as a problem-solving tool using standard ML. 27-31 - Janet Hartman:
Writing to learn and communicate in a data structures course. 32-36 - Laurie Honour Werth:
Preparing students for programming-in-the-large. 37-41 - Judith D. Wilson, Newcomb Greenleaf, Robert G. Trenary:
Algorithms and software: integrating theory and practice in the undergraduate computer science curriculum. 42-46 - Galen B. Crow:
Defining educational policy on software usage in the light of copyright law. 47-51 - Freeman L. Moore, James T. Streib:
Identifying the gaps between education and training. 52-55 - Robert E. Beck, Lillian N. Cassel, Richard H. Austing:
Computer science: a core discipline of liberal arts and sciences. 56-60 - Ashok Kumar, John Beidler:
Using generics modules to enhance the CS2 course. 61-65 - Joseph E. Lang, Robert K. Maruyama:
Teaching the abstract data type in CS2. 71-73 - Donald L. Jordan:
Integrating desktop publishing into a systems analysis and design course. 74-77 - Charles H. Mawhinney, David R. Callaghan, Edward G. Cale Jr.:
Modifying freshman perception of the CIS graduate's workstyle. 78-82 - Leslie J. Waguespack:
An IS1 workbench for ACM information system curriculum '81. 83-87 - Robert R. Leeper:
Progressive project assignments in computer courses. 88-92 - Ivan B. Liss, Thomas C. McMillan:
An example illustrating modularity, abstraction & information hiding using. 93-97 - Michael Britt:
APEX1, a library of dynamic programming examples. 98-102 - Michael M. Delaney:
Testing student micro computer skills through direct computer use. 103-107 - Linda M. Null, Johnny Wong:
A unified approach for multilevel database security based on inference engines. 108-111 - Kenneth A. Reek:
The TRY system -or- how to avoid testing student programs. 112-116 - Ernest C. Ackermann, William R. Pope:
Computer aided program design experiments: diagrammatic versus textual material. 117-121 - Barbee T. Mynatt, Laura M. Leventhal:
A CASE primer for computer science educators. 122-126 - James R. Sidbury, Richard M. Plishka, John Beidler:
CASE and the undergraduate curriculum. 127-130 - William M. Mitchell:
What is to become of programming? 131-135 - Dino Schweitzer, Scott C. Teel:
AIDE: an automated tool for teaching design in an introductory programming course. 136-140 - Leslie J. Waguespack:
Visual metaphors for teaching programming concepts. 141-145 - Raymond D. Gumb:
A first course in program verification and the semantics of programming languages. 146-150 - Linda M. Northrop:
Success with the project-intensive model for an undergraduate software engineering course. 151-155 - Patricia B. van Verth, Lynne Bakalik, Margaret Kilcoyne:
Use of the Cloze procedure in testing a model of complexity. 156-160 - Donald J. Bagert:
A core course in computer theory: design and implementation issues. 161-164 - Mark Smotherman:
Examining compiled code. 165-169 - Daniel C. Hyde:
A parallel processing course for undergraduates. 170-173 - Bob P. Weems:
Operations on sets of intervals - an exercise for data structures or algorithms. 174-176 - J. Paul Myers Jr.:
The new generation of computer literacy. 177-181 - James S. Collofello:
Teaching practical software maintenance skills in a software engineering course. 182-184 - Linda Rising:
Removing the emphasis on coding in a course on software engineering. 185-189 - David F. Haas, Leslie J. Waguespack:
Sizing assignments: a contribution from software engineering to computer science education. 190-194 - Harriet G. Taylor, Luegina C. Mounfield:
The effect of high school computer science, gender, and work on success in college computer science. 195-198 - James D. Kiper, Bill Rouse, Douglas Troy:
Inservice education of high school computer science teachers. 199-203 - Leonard A. Larsen:
Laying the foundations for computer science. 204-208 - Leon E. Winslow, Joseph E. Lang:
Ada in CS1. 209-212 - G. Scott Owen:
An Ada-based software engineering course. 213-216 - James L. Silver:
Concurrent programming in an upper level operating systems course. 217-221 - Charles M. Shub:
Performance experiments for the performance course. 222-225 - Joseph Hummel:
Xinu/WU: an improved PC-Xinu clone? 226-230 - Malcolm G. Lane, Anjan k. Ghosal:
MPX-PC: an operating system project for the PC. 231-235 - Kenneth A. Lambert:
A language-only course in LISP with PC scheme. 236-240 - Norman E. Sondak, Vernon K. Sondak:
Neural networks and artificial intelligence. 241-245 - Mark B. Wells, Barry L. Kurtz:
Teaching multiple programming paradigms: a proposal for a paradigm general pseudocode. 246-251 - Paul A. Luker:
Never mind the language, what about the paradigm? 252-256 - J. Wey Chen:
Toward an ideal competency-based computer science teacher certification program: the Delphi approach. 257-261 - Philip L. Miller:
A software rotation for professional teachers. 262-267 - Newcomb Greenleaf:
Algorithms and proofs: mathematics in the computing curriculum. 268-272 - William A. Marion:
Discrete mathematics for computer science majors - where are we? How do we proceed? 273-277 - Michael K. Mahoney:
Implementing a GKS-like graphics package on a microcomputer. 278-282 - G. Scott Owen:
Teaching introductory and advanced computer graphics using micro-computers. 283-287
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