SIGCSE 1998: Atlanta, Georgia, USA

• Mathew J. Palakal, Frederick W. Myers, Carla L. Boyd:
  An interactive learning environment for breadth-first computing science curriculum. 1-5
  
• David Reed:
  Incorporating problem-solving patterns in CS1. 6-9
  
• Joel C. Adams:
  Chance-It: an object-oriented capstone project for CS-1. 10-14
  
• Renée A. McCauley, Bill Z. Manaris:
  Computer science degree programs: what do they look like? A report on the annual survey of accredited programs. 15-19
  
• Bill Toll:
  The distributed course - a curriculum design paradigm. 20-24
  
• Robert D. Cupper:
  Computer science: a proposed alternative track - applied computing. 25-29
  
• Arturo I. Concepcion:
  Using an object-oriented software life-cycle model in the software engineering course. 30-34
  
• Adair Dingle, David A. Umphress, Russ Moul:
  Explication of object-oriented databases: a software engineering perspective. 35-39
  
• E. E. Villarreal, Dennis Butler:
  Giving computer science students real-world experience. 40-44
  
• Seth Bergmann:
  Using inheritance for computing with physical quantities: an interdisciplinary project. 45-47
  
• Viera K. Proulx:
  Traffic simulation: a case study for teaching object oriented design. 48-52
  
• Herbert L. Dershem, James Vanderhyde:
  Java class visualization for teaching object-oriented concepts. 53-57
  
• Gloria Childress Townsend:
  Turning liabilities into assets in a general education course. 58-62
  
• Daniel Joyce:
  The computer as a problem solving tool: a unifying view for a non-majors course. 63-67
  
• Chaya Gurwitz:
  The Internet as a motivating theme in a math/computer core course for nonmajors. 68-72
  
• Susan M. Haller, Timothy V. Fossum:
  Retaining women in CS with accessible role models. 73-76
  
• William Haliburton, Mack Thweatt, Nancy J. Wahl:
  Gender differences in personality components of computer science students: a test of Holland's congruence hypothesis. 77-81
  
• Greg W. Scragg, Jesse Smith:
  A study of barriers to women in undergraduate computer science. 82-86
  
• Lewis Barnett, Joseph F. Kent, Justin Casp, David Green:
  Design and implementation of an interactive tutorial framework. 87-91
  
• David Cole, Roger L. Wainwright, Dale A. Schoenefeld:
  Using Java to develop Web based tutorials. 92-96
  
• Yuan Zhao, John L. Lowther, Ching-Kuang Shene:
  A tool for teaching curve design. 97-101
  
• Bob Barr, Sung K. Yoo, Thomas J. Cheatham:
  Network monitoring system design. 102-106
  
• Billy B. L. Lim:
  Teaching Web development technologies in CS/IS curricula. 107-111
  
• Linda B. Lankewicz:
  Resources for teaching computer networks. 112-116
  
• David G. Kay:
  Computer scientists can teach writing: an upper division course for computer science majors. 117-120
  
• Wing Ning Li:
  Towards a hierarchical design and integration of programming projects. 121-125
  
• Urban Nuldén:
  The ExCon project: advocating continuous examination. 126-130
  
• David G. Kay:
  Large introductory computer science classes: strategies for effective course management. 131-134
  
• Mark J. Canup, Russell L. Shackelford:
  Using software to solve problems in large computing courses. 135-139
  
• David V. Mason, Denise M. Woit:
  Integrating technology into computer science examinations. 140-144
  
• Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Rockford J. Ross:
  A paradigm shift! The Internet, the Web, browsers, Java and the future of computer science education. 145-152
  
• Owen L. Astrachan, W. Garrett Mitchener, Geoffrey Berry, Landon P. Cox:
  Design patterns: an essential component of CS curricula. 153-160
  
• Janet M. Drake:
  Class to survey application programming topics. 161-165
  
• Guy Tremblay:
  An undergraduate course in formal methods: "description is our business". 166-170
  
• Daniel W. Nachbar:
  Bringing real-world software development into the classroom: a proposed role for public software in computer science education. 171-175
  
• Rebecca T. Mercuri, Nira Herrmann, Jeffrey L. Popyack:
  Using HTML and JavaScript in introductory programming courses. 176-180
  
• Donald H. Beil, Donna Lange, Elissa Olsen, Anthony Spiecker:
  Incoming freshmen build their own PCs. 181-184
  
• Uta Ziegler:
  Extending an iterator model for binary trees to backtracking problems. 185-189
  
• Christine Shannon:
  LongNbrs and palindromes: an interesting application of a class. 190-193
  
• Judy Kay, Bob Kummerfeld:
  A problem-based interface design and programming course. 194-197
  
• Matthew C. Clarke:
  Teaching the empirical approach to designing human-computer interaction via an experiential group project. 198-201
  
• Francesc J. Ferri, Jesús V. Albert:
  Average-case analysis in an elementary course on algorithms. 202-206
  
• Michael T. Goodrich, Roberto Tamassia:
  Teaching the analysis of algorithms with visual proofs. 207-211
  
• Barry L. Kurtz, Chinhyun Kim, Jamal R. Alsabbagh:
  Parallel computing in the undergraduate curriculum. 212-216
  
• José C. Cunha, João Lourenço:
  An integrated course on parallel and distributed processing. 217-221
  
• Herbert L. Dershem, Peter Brummund:
  Tools for Web-based sorting animation. 222-226
  
• Mary Anne Egan, Mukkai S. Krishnamoorthy, K. Rajan:
  FCLUST: a visualization tool for fuzzy clustering. 227-231
  
• Sami Khuri, Yanti Sugono:
  Animating parsing algorithms. 232-236
  
• Barry L. Kurtz, Hong Cai, Chris Plock, Xijia Chen:
  A concurrency simulator designed for sophomore-level instruction. 237-241
  
• Chin-Kuang Shene:
  Multithreaded programming in an introduction to operating systems course. 242-246
  
• Stephen J. Hartley:
  "Alfonse, your Java is ready!". 247-251
  
• Timothy J. Long, Bruce W. Weide, Paolo Bucci, David S. Gibson, Joseph E. Hollingsworth, Murali Sitaraman, Stephen H. Edwards:
  Providing intellectual focus to CS1/CS2. 252-256
  
• Mordechai Ben-Ari:
  Constructivism in computer science education. 257-261
  
• Jeff Matocha, Tracy Camp, Ralph Hooper:
  Extended analogy: an alternative lecture method. 262-266
  
• Willard C. Pierson, Susan H. Rodger:
  Web-based animation of data structures using JAWAA. 267-271
  
• Raghvinder S. Sangwan, James F. Korsh, Paul LaFollette:
  A system for program visualization in the classroom. 272-276
  
• Thomas L. Naps, Eric Bressler:
  A multi-windowed environment for simultaneous visualization of related algorithms on the World Wide Web. 277-281
  
• Bunny J. Tjaden:
  Do lab modules in CS actually help students?: an empirical study. 282-286
  
• Brian Toothman, Russell L. Shackelford:
  The effects of partially-individualized assignments on subsequent student performance. 287-291
  
• Cheng-Chih Wu, Nell B. Dale, Lowell J. Bethel:
  Conceptual models and cognitive learning styles in teaching recursion. 292-296
  
• Sohail Aslam:
  WEB-based query processing in a database course project. 297-301
  
• Andrew Yang, James Linn, David Quadrato:
  Developing integrated Web and database applications using JAVA applets and JDBC drivers. 302-306
  
• Antonija Mitrovic:
  Learning SQL with a computerized tutor. 307-311
  
• Gary Lewandowski, Amy Morehead:
  Computer science through the eyes of dead monkeys: learning styles and interaction in CS I. 312-316
  
• Owen L. Astrachan, Susan H. Rodger:
  Animation, visualization, and interaction in CS 1 assignments. 317-321
  
• Lily Hou, James E. Tomayko:
  Applying the personal software process in CS1: an experiment. 322-325
  
• Harriet J. Fell, Viera K. Proulx, Richard Rasala:
  Scaling: a design pattern in introductory computer science courses. 326-330
  
• Natasha Gelfand, Michael T. Goodrich, Roberto Tamassia:
  Teaching data structure design patterns. 331-335
  
• Dung Nguyen:
  Design patterns for data structures. 336-340
  
• Deepak Kumar, Lisa Meeden:
  A robot laboratory for teaching artificial intelligence. 341-344
  
• Lynne E. Hall, Adrian Gordon:
  A virtual learning environment for entity relationship modelling. 345-349
  
• Christopher T. Haynes:
  Experience with an analytic approach to teaching programming languages. 350-354
  
• Don Goelman, Roberta Evans Sabin, Marty J. Wolf, Peter J. Knoke, Mike Murphy:
  The terminal Master's degree (panel): does it need to be cured? 355-356
  
• Daniel D. McCracken, A. Michael Berman, Ursula Wolz, Owen L. Astrachan, Nell B. Dale:
  Possible futures for CS2 (panel). 357-358
  
• John Impagliazzo, Mark Mandelbaum, Robert M. Aiken, James E. Miller:
  Refereed papers, the digital library, and the future of the SIGCSE bulletin (panel). 359-360
  
• Martin Dickey, Frank L. Friedman, Max Hailperin, Bill Z. Manaris, Ursula Wolz:
  Accommodating diversity of academic preparation in CS1 (panel). 361-362
  
• Lawrence G. Jones, Keith Barker, Susan E. Conry, Doris K. Lidtke:
  Computer science accreditation (panel): current status and future directions. 363-364
  
• D. S. Tomer, Doug Baldwin, Christopher J. Fox:
  Integration of mathematical topics in CS1 and CS2 (panel). 365
  
• Sharon N. Vest, Robert Biddle, Christina Björkman, Linda M. Null, Eric Roberts, Greg W. Scragg:
  The retention of women in the computing sciences (panel). 366-367
  
• Henry MacKay Walker, Laura Baker, Gail Chapman, Kathleen Larson, Joe Kmoch:
  SIGCSE panel: approaches for encouraging high school/college faculty interaction (panel). 368-369
  
• Hal Hart, James Caristi, Robert Dewar, Mark Gerhardt, J. A. Drew Hamilton Jr., Christopher Haynes, Samuel A. Rebelsky:
  The future of programming - are fundamental changes in computer science programs coming? (panel). 370-371
  
• Mark Stehlik, Sarah Fix, Susan H. Rodger, Chris Nevison, Mark Allen Weiss:
  Advanced placement transition to C++ (panel). 372
  
• Karl J. Klee, Joyce Currie Little, John Lawlor, Pamela Matthiesen, T. S. Pennington, Josephine Freedman, Karen Richards:
  Associate-level programs for preparation of computer support personnel (panel). 373
  
• David G. Kay, Jacobo Carrasquel, Michael J. Clancy, Eric Roberts, Joseph L. Zachary:
  Large introductory courses in research computer science departments (panel). 374-375
  
• Kim B. Bruce, Phokion G. Kolaitis, Daniel Leivant, Moshe Y. Vardi:
  Panel: logic in the computer science curriculum. 376-377
  
• Bill Marion, Keith Vander Linden, Roberta Evans Sabin, Judy Cushing, Penny Anderson:
  Integrating recent research results into undergraduate curricula (panel): initial steps. 378-379
  
• Doris K. Lidtke, Michael C. Mulder:
  Information centric curriculum (ISC'98) (panel). 380
  
• Lillian N. Cassel:
  Funding opportunities at the National Science Foundation Division of Undergraduate Education (NSF DUE) (seminar). 381
  
• Janet L. Kourik:
  A practical approach to internationalizing information systems & computer science courses (seminar). 382
  
• Owen L. Astrachan:
  Using classes early, an object-based approach to using C++ in introductory courses (seminar). 383
  
• Samuel A. Rebelsky:
  Designing and building course webs with site-level authoring tools (seminar). 384