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Publication search results
found 132 matches
- 2005
- Joel C. Adams, W. David Laverell:
Configuring a multi-course lab for system-level projects. SIGCSE 2005: 525-529 - Vicki L. Almstrum, Orit Hazzan, Mark Guzdial, Marian Petre:
Challenges to computer science education research. SIGCSE 2005: 191-192 - Owen L. Astrachan, Kim B. Bruce, Elliot B. Koffman, Michael Kölling, Stuart Reges:
Resolved: objects early has failed. SIGCSE 2005: 451-452 - John Aycock, Ken Barker:
Viruses 101. SIGCSE 2005: 152-156 - Mark W. Bailey:
IRONCODE: think-twice, code-once programming. SIGCSE 2005: 181-185 - Tammy Bailey, Jeffrey Forbes:
Just-in-time teaching for CS0. SIGCSE 2005: 366-370 - Lecia Jane Barker, Kathy Garvin-Doxas, Eric S. Roberts:
What can computer science learn from a fine arts approach to teaching? SIGCSE 2005: 421-425 - G. Michael Barnes, John Noga, Peter D. Smith, Jeff Wiegley:
Experiments with balanced-sample binary trees. SIGCSE 2005: 166-170 - Leland L. Beck, Alexander W. Chizhik, Amy C. McElroy:
Cooperative learning techniques in CS1: design and experimental evaluation. SIGCSE 2005: 470-474 - Jack Beidler, Hilary J. Holz, Ken Yasuhara, Evans J. Adams:
The many facets of diversity. SIGCSE 2005: 558-559 - Mordechai Ben-Ari:
The concorde doesn't fly anymore. SIGCSE 2005: 196 - Jens Bennedsen, Michael E. Caspersen:
Revealing the programming process. SIGCSE 2005: 186-190 - Joe Bergin, Kim B. Bruce, Michael Kölling:
Objects-early tools: a demonstration. SIGCSE 2005: 390-391 - Joseph Bergin, Clifton Kussmaul, Thomas Reichlmayr, James Caristi, Gary Pollice:
Agile development in computer science education: practices and prognosis. SIGCSE 2005: 130-131 - Susan Bergin, Ronan Reilly:
Programming: factors that influence success. SIGCSE 2005: 411-415 - Marc Bernstein, Kelly M. FitzGerald, James P. Macdonell, Arturo I. Concepcion:
AlgorithmA project: the ten-week mock software company. SIGCSE 2005: 142-146 - Sylvia Beyer, Michelle DeKeuster, Kathleen Walter, Michelle Colar, Christina Holcomb:
Changes in CS students' sttitudes towards CS over time: an examination of gender differences. SIGCSE 2005: 392-396 - Bhagyavati, Stephen O. Agyei-Mensah, Rose K. Shumba, Iretta B. C. Kearse:
Teaching hands-on computer and information systems security despite limited resources. SIGCSE 2005: 325-326 - Bhagyavati, Stan Kurkovsky, Christopher C. Whitehead:
Using asynchronous discussions to enhance student participation in CS courses. SIGCSE 2005: 111-115 - Gary D. Boetticher, Wei Ding, Charles Moen, Kwok-Bun Yue:
Using a pre-assessment exam to construct an effective concept-based genetic program for predicting course success. SIGCSE 2005: 500-504 - Chavdar Botev, Hubert Chao, Theodore Chao, Yim Cheng, Raymond Doyle, Sergey Grankin, Jon Guarino, Saikat Guha, Pei-Chen Lee, Dan Perry, Christopher Ré, Ilya Rifkin, Tingyan Yuan, Dora Abdullah, Kathy Carpenter, David Gries, Dexter Kozen, Andrew C. Myers, David I. Schwartz, Jayavel Shanmugasundaram:
Supporting workflow in a course management system. SIGCSE 2005: 262-266 - Richard J. Botting:
Teaching and learning ethics in computer science: walking the walk. SIGCSE 2005: 342-346 - Matt Bower, Debbie Richards:
The impact of virtual classroom laboratories in CSE. SIGCSE 2005: 292-296 - Grant Braught:
Teaching empirical skills and concepts in computer science using random walks. SIGCSE 2005: 41-45 - Kim B. Bruce:
Using abstractions to make concepts concrete. SIGCSE 2005: 1 - Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh:
Why structural recursion should be taught before arrays in CS 1. SIGCSE 2005: 246-250 - Mary Elaine Califf, Mary Goodwin:
Effective incorporation of ethics into courses that focus on programming. SIGCSE 2005: 347-351 - Martin C. Carlisle, Terry A. Wilson, Jeffrey W. Humphries, Steven M. Hadfield:
RAPTOR: a visual programming environment for teaching algorithmic problem solving. SIGCSE 2005: 176-180 - Martín Casado, Nick McKeown:
The virtual network system. SIGCSE 2005: 76-80 - Lillian N. Cassel, Russell L. Shackelford, Robert H. Sloan:
A synthesis and ontology of all of computing. SIGCSE 2005: 65-66
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