bluuebunny/crossref_metadata_2025 huggingface dataset:
What is a first-year computer science graduate student?
Authors: Smoliar Stephen W.
Published: July 2004

This is an informal discussion of several problems we have begun to notice in our graduate degree program. As the birthplace of the ENIAC, the University of Pennsylvania has long been a source of computer related courses in its graduate curriculum. With the growth of the
undergraduate
computer science curriculum, however, several significant problems have developed. In the first place, many of the courses in our graduate program are being overtaken by courses which are now recognized as part of the undergraduate curriculum. As a consequence, we are now faced with a “mixed bag” of backgrounds in our graduate student body, ranging from those with no background in computers at all, much like our earliest graduate students, to those who have had a full undergraduate computer science program and seek further education.
An evaluation of the data processing program at eastern kentucky univ.
Authors: Hager Oberita
Published: July 2004

The purpose of this study was to explore job potential for data processing majors and to ascertain what industries in the metropolitan areas of Kentucky want, need, or expect in the way of skills and knowledges by these majors.
A survey on computer science curricula
Authors: Ruby Douglas A.
Published: July 2004

As in many businesses, the data processing industry largely depends on colleges and universities for the basic education of its technical and scientific personnel. Increasingly, the key to entry into this industry for the college graduate is becoming a degree in a discipline loosely defined as “computer science”. Since the computing industry is as broadly defined and as diverse as the various computer science majors, there has been a tendency for the industry on the whole to be only vaguely aware of what students are learning on campus. In addition, there has been a lack of communication by the industry concerning the qualities and skills it seeks in the “computer science” graduate.

This paper, then, discusses some of the attitudes of the McDonnell Douglas Automation Company (MCAUTO
tm
) concerning those qualities and skills it seeks in college graduates in the computing field.
Computers and society courses and computer literacy (panel session)
Authors: Cotterman William , Engel Gerald , Horowitz Ellis , Austing Richard
Published: July 2004

This panel will report on the progress and results of an NSF funded project of ACM to prepare a bibliography of materials in the area of computer impact on society and to identify objectives for computers and society and computer literacy courses. The project committee has computerized about 3000 annotated entries in the bibliography and has provided the capability of obtaining sublists according to a hierarchy of categories. In addition, course objectives for several kinds of computers and society courses have been specified.
An instructional interpreter for basic
Authors: Barr Avron , Beard Marian
Published: July 2004

The BASIC Instructional Program (BIP) was developed to investigate tutorial modes of interaction in computer-assisted instruction (CAI). BIP is a problem-solving laboratory that helps students while they are solving introductory programming problems in the BASIC language. The problems are presented in an individualized sequence based on a representation of the structure of the curriculum and a model of the student's state of knowledge. This paper describes the BIP system, with emphasis on recently developed features. The goal of the tutorial laboratory is informative interaction with the student, which is provided by an instructional BASIC interpreter, information on BASIC syntax cross-referenced with the BIP student manual, and debugging aids. The system also has access through the curriculum representation to features that the student may use to help her solve her current problem. These features include hints, easier “subtasks,” a stored solution that can itself be executed, and an interactive flow chart representation of the solution. The nature of the student-BIP interaction is captured in an annotated student dialogue of a typical session.
A computer-aided flow diagram teaching system
Authors: Koffman Elliot B. , Friedman Frank L.
Published: July 2004

This paper describes a system intended to aid beginning computer science students develop a systematic approach towards problem solution using structured flow diagrams. The student is carefully monitored during the specification of an initial flow diagram and through successive stages of refinement. As each new flow diagram symbol is entered, the system checks to see that the student is being consistent with earlier work and has not introduced potential errors.

The flow diagram is an intermediate level representation of an algorithm which is independent of the particular programming language chosen for implementation. When the structured flow diagram has been completely refined, the final translation to a programming language is relatively automatic. To test the program logic, the resultant source code should be executed. The student can modify the flow diagram, generate new code, and re-execute until the program runs correctly.
A unique graduate program in computer science at Jackson State University
Authors: Iynengar S. Sitharama , Lewis Jesse C.
Published: July 2004

The two key elements of decision-making in today's environment are (i)efficient information processing and management and (ii) a degree of maturity in effective use of a broad range of analytical tools and techniques which pass under the general label of Mathematical Sciences.

The Department of Computer Science at Jackson State University started a Graduate Program during the 1974 academic year which offers a unique interdisciplinary program leading to a Master's Degree in Computer Science. This program emphasizes in programming languages, systems programming, operating systems, information systems analysis and design, the role of the computer as an integral part of the decision-making process, and the computer applications in the areas of statistics and management science. Advanced placement may be given via examination or acceptable certificate presentation from traditional or non-traditional institutions such as IBM Corporation. The students are presently using both the interactive and the batch capability of our IBM 360/40 for their course and project works. The university is upgrading to an IBM 370/145 during the spring semester (1976).
The master of science program in computer and information science at San Jose State University
Authors: NEIDLEMAN L. D.
Published: July 2004

Recently, in the fall of 1974, San Jose State University (SJSU) launched a new master's program in Computer and Information Science (CIS). The main function of this paper is to describe the program—detailing its origins, content, administration, present status and potential future. A secondary purpose is to present material about one of the program's options—Management Information Systems.(MIS). In order to accomplish the above goals, the paper is divided into five sections as follows: Background, Program Description, Current Results, MIS Option, and Summary.
A diversified undergraduate computer science program
Authors: Cheng Richard
Published: July 2004

This paper introduces a set of unique undergraduate computer science programs, some of which have been operating for more than two years at Rochester Institute of Technology. These programs are intended to meet current computer science manpower demands where as a generalized computer science curriculum is not sufficient to cover the range of students required by such demands. As is shown in Figure 1, the set of programs extend from a general computer science curriculum to cover several quasi-specialized areas.
The stepwise approach to introductory programming projects with examples
Authors: Sebaugh Jeanne L.
Published: July 2004

This paper primarily discusses the problem of the initial projects to be used in introducing students to a programming language. Examples are given of projects used for time-shared BASIC. Because of the expense, CAI was not considered practical for use in the introductory courses, even though the TUTOR series of courses (to learn BASIC) was available.
A functional model of instructional programs
Authors: Salako Abimbola
Published: July 2004

A functional model of instructional programs (for Computer Assisted Instruction - CAI) that describes all program types as being essentially composed of a set of primitive building blocks is proposed. The variables that account for the apparent distinguishing characteristics of these programs are then interpreted in the light of this model and a procedure is provided for reducing the different program types to their elementary building blocks. Starting with the primitive building blocks, it is shown how programs of varying descriptions can be generated by an appropriate choice of parameter values. This model provides better insight on the requirements and structure of application-oriented CAI languages, software, and systems. Furthermore, the model provides an easy means of generating CAI synthetic programs for the purpose of simulation modeling directed towards instructional systems design, analysis, and performance evaluation.
Computer science as an interdisciplinary study
Authors: Agresti William W.
Published: July 2004

The organization of computer science education as an interdisciplinary program is described. First, various possible relationships among disciplines are traced, and the features of interdisciplinarity are explained. Next, a specific interdisciplinary program in computer science is introduced, including experiences with the administration and operation of the program. An appraisal of the interdisciplinary approach to computer science education follows. The advantages are significant: a lower cost program, a more adaptive program, and one that is better able to treat the interfaces of computer science with other areas. Such a favorable report suggests that the interdisciplinary approach merits consideration, especially by colleges which want to offer a computer science degree but have limited funds.
A computer science curriculum for a two year upper division university
Authors: Berk Toby S. , Gotterer Malcolm H.
Published: July 2004

Florida International University is a two year upper division University in the State University System of Florida.

The Mathematical Sciences Department is located within the College of Arts and Sciences, and offers three undergraduate major programs: mathematics, computer science, and statistics.

The computing facilities available are quite good. The computer center operates a UNIVAC 1106 with an adequate array of peripherals, terminals, and memory. In addition, the department owns a NOVA 2/10 mini-computer and an IMLAC PDS-4 intelligent graphics system.
EDUSAC - an educational list processing system
Authors: Kennedy William E. , Pinkert James R.
Published: July 2004

This paper describes an educational version of the SAC-1 list processing system. Educational systems such as WATFIV, WATBØL, and PL/C are available for teaching programming languages. However, the authors could find no comparable systems for list processing. Since such facilities would be useful in many courses (e.g., data structures, operating systems, symbol manipulation), EDUSAC was developed.
Meditations on style
Authors: Smoliar Stephen W.
Published: July 2004

At the 1968 NATO Conference on Software Engineering,
1
Edsger W. Dijkstra remarked that he found his position, as a teacher, analogous to that of a teacher of composition at a school of music. This paper wishes to pursue this analogy in greater detail. In particular, the role of style in computer science education is assessed in terms of the corresponding role it plays in music education.
A self-paced introductory Fortran programming course
Authors: Cook Curtis R.
Published: July 2004

This paper describes a self-paced audio-tutorial introductory Fortran programming course. The course is designed for students with no previous programming experience and consists of nine lessons. Each lesson has two parts: (1) a handout that directs the student's reading in the course text and contains comments, suggestions, examples and self-test quizzes; (2) a handout and accompanying cassette tape that solves example problems in detail - problem analysis, development of algorithm (flowchart) and program. There are six programming assignments and a test on each lesson. A unique feature of the lessons is the use of peek-a-boo strips to aid and encourage students to carefully read the example programs and to show the structural relation between the flowchart and the program.
Relevance of computer science education to industry and government needs - A critique of the proposed update to curriculum '68
Authors: Armstrong Russell , Oliver Paul , Orchard Robert , Shoosmith John , Conti Dennis
Published: July 2004

It is frequently suggested that computer science curricula are generated in a vacuum with little or no regard for the “real-world needs” of the student's ultimate employer. Furthermore, the question has recently been raised whether computer science programs should prepare their graduates to be “tool users” or “tool builders.”

The panel, composed of distinguished representatives from industry and Government, will relate their past experience with computer science graduates and will address their immediate personnel needs (i.e., areas of required expertise for new employees). Each panel member will then present his candid view of the proposed updates to “Curriculum '68” currently being prepared by ACM's Curriculum Committee on Computer Science.
Academic computing at Atlanta University Center-a consortium of six predominantly black institutions
Authors: Morrison Louise S. , Simmons Grover C.
Published: July 2004

Atlanta University Center is the largest private institution of Black higher education in the world and the second oldest consortium of schools in the nation. When the Center began offering an undergraduate degree in computer science in 1969, it was the first institution in Georgia to do so. Now there are 50 majors, and each semester the Center-Coordinated Computer Science Department teaches approximately 250 students for the six institutions comprising the Atlanta University Center. In this paper the computer science curriculum is described and programs and services provided by this department are detailed.
Computer manpower development in Saudi Arabia
Authors: Aird Charles L.
Published: July 2004

While looking in ecstasy at the new horizons of computer technology, developing countries often underestimate the computer's dependency upon man. Computers are unlike any other machine.

Not unlike many developing countries, the vast petroleum and mineral resources of Saudi Arabia pose complex and challenging problems at all levels of education. The physical resources of the Kingdom far outstrip the human resources. For a country with some 3,000 college graduates as of 1975, the rapid technical and economic developments could easily become too burdensome.

Saudi Arabia has few trained personnel for the development and management of modern computer systems, even though the first unit record equipment was installed by the Arabian American Oil Company (ARAMCO) in 1952. The requirements for data processing services has rapidly increased.
An introductory course in the applications of computer technology in the health sciences
Authors: Bordage G. , Lake Robin B.
Published: July 2004

This paper discusses the contents of an introductory course in the applications of computer technology in the health sciences. A set of instructional goals is described, designed to meet the basic needs of the health professional involved in understanding and developing computer-based applications in his environment. From these goals, a list of specific objectives is constructed and presented as the student's minimum level of achievement for the course. The implementation, evaluation and impact of the course are reviewed.
Factionalism versus fraternalism in computing
Authors: Lemos Ronald S.
Published: July 2004

Computing is currently characterized by an undesirable trend towards factionalism. Factionalism is the consequence of the immature evolutionary status of computing as an inexact science. The optimist (uniglots, rhythmists, stylizers, and communicants) and pessimist factions are described. An advocacy for a move from factionalism towards fraternalism is presented. The multidisciplinary nature of computing is discussed with its implications for alternative problem perspectives. The need for experimentalism in computing is emphasized. The proposed move from factionalism to fraternalism will encourage the balanced objectivity necessary for the further evolutionary development of computing as a formal discipline.
Microprocessors in a computer science curriculum
Authors: Lin Benjamin M.
Published: July 2004

In computer technology one of the most important developments in recent years is that of microprocessors. Thousands and thousands of microcomputers, which use microprocessors as their central processing units, have been marketed today.

We will discuss the actual course implementation of microprocessor topics in a typical undergraduate computer science curriculum. At the beginning, we will discuss how a microcomputer system is used in various aspects of computer science education. Then we will discuss how the subject matter of microprocessors can be integrated into an existing curriculum. In addition, a separate course sequence is suggested to provide good training for computer science majors who are seriously interested in microprocessor applications.
Programming and algorithms II
Authors: Kerr Douglas S.
Published: July 2004

Ohio State's school year is divided into four quarters, each ten weeks long. It is possible to schedule classes to meet three, four, or five hours per week. (The latter with 50 class meetings is similar to a three semester hour course.) Most students attend classes for three of the four quarters. Because the amount of material covered in a programming class is proportional to the number and quality of programs completed, we have chosen a two quarter sequence, each course meeting three days a week. The students receive four quarter hours credit (one hour of laboratory credit) for each course. The students in this sequence are mostly computer and information science majors, but there are also many mathematics and some science and engineering majors. There are other courses for administrative science, engineering and other non-technical students. All the introductory courses are taught by graduate students under the supervision of a faculty member.
A two-semester course sequence in introductory programming using PL/1—a rationale and overview
Authors: Epley Donald , Sjoerdsma Ted
Published: July 2004

In 1975 a major curriculum revision which converted an introductory first course using FORTRAN and a second course using PL/1 into a two-semester PL/1 sequence was made. The initial rationale and motivation, including an analysis of the potential audience and alternatives, is discussed. An overview of the individual courses, the distribution of topics, and our experience with the two courses is given. A review of this three-year old decision and another analysis of alternatives, especially in the light of the trend towards PASCAL and increasing emphasis on program verification, is made. Our conclusion is based on language-independent factors arising from our attitude towards programming and certain larger curriculum issues and is that our PL/1 sequence should be retained.
QUILT (a.k.a. KWILT)
Authors: Eckberg Carl
Published: July 2004

The “meaning” of KWILT has been lost to etymological history. The K was in honor of D. Knuth, but this gives “Knuth WILT” which is a bit disconcerting. Indeed, there was a tendency to pronounce the language as “kay-wilt”, which offended veteran users as much as COBOL programmers would resent “cobble”.

From: QUILT USER MANUAL and REFERENCE GUIDE
Implementing a computer science curriculum merging two curriculum models
Authors: Mitchell William , Mabis Bruce
Published: July 2004

While many curriculum recommendations have been proposed, (1,3,4,5,9), there remain gaps in the specification of 4-year programs, one being in the area of the applied B.S. degree. This paper presents one attempt to fill this gap with a program whose goal is to produce competent computer professionals, not candidates for graduate schools. Within the constraints of a limited faculty, the quarter calendar, and an applied orientation, it still incorporates much of the thrust and content of the more theoretically oriented recommendations. We believe that this effort may serve as a model for other schools who share our charge to train applications oriented professionals, and that the curriculum design process which we illustrate may be useful in even broader contexts.
Computer science and engineering education
Authors: Jehn Lawrence A. , Rine David C. , Sondak Norman
Published: July 2004

The role of the computer in engineering practice is ever increasing. The computer performs such tasks as: simple calculations; on line data recording and synthesis; acting as a control unit providing feedback; statistical analysis of large data sets; information retrieval and storage; and the simulation of large complex systems.

It is imperative that all engineering students be taught to use the computer as a tool to aid in their present and future endeavors. Their education must be such that they can build on this foundation and continue to function effectively in future environments of computer technology taking full advantage of its capabilities.

Universities must provide guidance and a curriculum making the achievement of this goal possible for students. An up-to-date laboratory facility to support such a program is also a necessity. A continuing education program is the responsibility of institutions of higher learning.
Computer education in the management curriculum at Pace University
Authors: Varanelli Andrew
Published: July 2004

The paper describes the integration of computer science education in the management curriculum at Pace University. The computer courses required to be taken by management majors are described in detail. Moreover, the course objects for management students within the context of the computer science material is detailed. The paper also stresses the need for management students to understand the use of the computer as a tool to assist the manager in the decision making process.
Requirements for student programs in the undergraduate computer science curriculum
Authors: Deimel Lionel E. , Pozefsky Mark
Published: July 2004

Student-written programs accepted by computer science instructors are usually inferior to programs which exemplify currently-accepted “good” professional practice. Although enforcing more rigorous standards for programs places an additional burden on students and faculty alike, substantial benefits may be gained thereby. The natureand implementation of such standards are discussed.
Software team projects
Authors: Kenworthy D. J. , Redish K. A.
Published: July 2004

At McMaster University a lecture course on compilers is offered in the Fall term of the final undergraduate year. In the following Spring term some students elect a project course based on this material. The course amounts to about 20% of their term's work. This paper reports experience with the course.
The M.S. program in computer science
Authors: Berztiss Alfs T.
Published: July 2004

The need for graduates from master's programs in computer science and related areas is well recognized [19, 20]. Indeed, some companies have a policy of extensively utilizing master's programs at universities for the continuing education of their employees. The Graduate Study Program of Bell Laboratories is well known. At Honeywell Information Systems it has been found that support of continuing studies at the master's level helps in hiring and retaining personnel, and is beneficial to the dissemination of new technology through the organization [29]. It has been demonstrated that programmers acquire new knowledge primarily from other programmers [17]; periodic influx into an organization of graduates of programs of advanced study is therefore essential if the organization is to retain technical soundness.

Universities have responded to this need, but in a rather haphazard manner, with the result that we have today a variety of programs, some of which have very little to do with computer science. Some of the programs are no more than, to use Smoliar's [41] words, “undergraduate programs for grown-ups.” Others are viewed as a first stage in the preparation for research careers of narrow specialization. Late in 1972 Terry Walker [45] conducted a poll of master's degree granting departments. The four primary objectives of a master's program given by the 93 respondents were: prepare a person for a job designing computer software systems, prepare a person for a job as a systems analyst, prepare a person to pursue a doctoral degree in computer science, prepare a person for a job as a scientific programmer. Today one would add a fifth objective: prepare a person for teaching computer science at the junior college level. There is clearly a need to reconcile these different objectives with a unified view of computer science.
Contesting (Panel Discussion)
Authors: Metzner John R.
Published: July 2004

Contest activity can be staged in a wide variety of ways and the features of a contest design can be drawn from wide spectra of possibilities. The participants can be brought together for the contest or can stay home and send their programs to the contest; they can be from any level of expertise from high school student to professional programmer. A contest can reward producing a solution program in the shortest time or can be scored on bases like originality and program quality; it can focus upon any aspect of the programming process from algorithm synthesis to debugging or program modification.

The panel will expose and explore the ranges of possible contest design features by describing the structures and workings of contests they have supervised. Each of the features mentioned above is represented in the contest experience of one or more members of this panel. The experiences gained in a diverse set of contests will be related to base a discussion of problems encountered and drawbacks noted as well as of strong points and alternative contest features that have been brought to mind but not yet tried out. The set of contests includes ACM's Regional and National Contests at the collegiate level for teams of four in a batch environment, team selection and training contests, an interactive BASIC contest for teams, the interactive individual contest at the 1977 NCC, a countywide contest for teams of high school students, and the well-established AEDS mail-in contest for secondary students.
Curriculum 78 (Panel Discussion)
Authors: Austing Richard , Baldwin Lynne J. , McKay Lucia , Shaw Mary , Dale Nell
Published: July 2004

Mathematics has been called “the critical filter” for entrance into most scientific professions — a filter through which many female students do not pass and one which may also be screening out members of ethnic minorities. Changes in the mathematics pre-requisites for computer science courses form a major difference between Curriculum 78, the recommendations of the ACM Committee on Curriculum for the undergraduate program in computer sciences, and its predecessor, Curriculum 68.

Two questions deserve careful consideration in light of changes in secondary preparation, increasing demand for computer science graduates, and a new focus on educating women and minorities:

1) Will Curriculum 78 bring about significant changes in the student profile of those who graduate in computer science?

2) Will changes in mathematics requirements lead to the opening of new opportunities for certain groups of students?
Computer education in the secondary school
Authors: Poirot James L.
Published: July 2004

The phenominal demand for computer education has placed heavy burdens on most educational institutions. University computer science departments all over the country are hard pressed to supply faculty and facilities for the “masses” of students desiring an education in computer science. Secondary schools have experienced this same demand on the part of the students. Even though the problems that these demands cause are equivalent in many respects to those in universities, solutions at the secondary level are not as easy or as speedy.
The academic/industry gap in systems programming and operating systems
Authors: Conner William M. , De Jong Kenneth A.
Published: July 2004

The results of a survey of individuals working in the systems programming and operating systems areas are presented in an attempt to characterize the academic/industry “gap” in this area. The implications of this gap are then presented for both the present curriculum in the Department of Computer Science at the University of Pittsburgh and for college/university curricula in general.
Newtruck
Authors: Clair Daniel C.
Published: July 2004

Recent literature in both the computer science [1,2] and data processing [3,4] communities encourages the involvement of computing students not only in formal classroom experiences but also in “real world” learning experiences such as project participation and management, effective approaches to “real world” problem solving, interaction with people from different disciplines, interaction with people from similar disciplines, interaction with people in the “real world,” budget management, formal report writing, and the ability to accurately document a system. ACM has recognized this need in both the 1977 report of C
3
S [5] and in the more recent “Curriculum '78: Recommendations for the Undergraduate Program in Computer Science [6].” Recent articles in the
SIGCSE Bulletin
[1] as well as other computer education journals indicate that universities are responding to this need through one or more of the following:

1. Integration of “real world” projects into the existing curriculum.

2. Special projects courses added to the existing curriculum where students are responsible to the university only.

3. Special projects done in conjunction with the university and some outside organization. The student is responsible to both the university and to the outside organization.

4. Cooperative education in which the student works part-time for an outside organization.
Computers in precollege education (Panel Discussion)
Authors: Moursund David
Published: July 2004

What are the major problems involving computers in precollege education?

This question will be discussed by a panel of precollege teachers who are seriously interested in instructional uses of computers. They will present their wants and needs. Topics to be covered include software, hardware, courseware, inservice training, administrative support, and loneliness. The panel will discuss both teaching
about
computers and teaching
using
computers. There will be time for input from the audience.
The two year curriculum in Computer Programming at Purdue University Calumet campus
Authors: Adams A. J. , Maniotes John
Published: July 2004

It is the intent of this paper to describe an implementation of a curriculum compatable with the ACM “Curriculum Recommendations and Guide-lines for the Community and Junior College Career Program in Computer Programming” (also known as the “Little Report”). In order to facilitate comparisons among curricula, this paper follows the “format” developed by members of the ACM C
3
S-CAJC working group.
The small liberal arts college
Authors: Smith James
Published: July 2004

Considerations involved in designing an undergraduate computer science curriculum for a small private liberal arts college are presented. Observations are made relative to the design and implementation of such a program at the School of the Ozarks, a small college located in the southwest corner of Missouri. The computing needs of the college are presented, and the challenges of introducing computer science to a predominantly liberal arts faculty are described.
Computer arts
Authors: Mein Wm J.
Published: July 2004

Historically, we have watched Computer Science Departments arise from a variety of environments. In fact, many departments have not yet gained an identity for themselves. This is obvious from the department names we see—Computer and Information Science, Computer Science and Information Systems, Electrical and Computer Engineering, Mathematics and Computer Science, and Statistics and Computer Science. In most of these situations, Computer Science is not the main emphasis of the department as can be evidenced by the requirements of the department.
Computer-aided design of graphical review lessons for audio-tutorial college algebra and trigonometry
Authors: Svoboda Rudy , Sedlmeyer Robert
Published: July 2004

An audio-tutorial minicourse system of instruction is being developed for the college algebra and trigonometry courses offered at Indiana University-Purdue University at Fort Wayne. This system of instruction is patterned after the one developed by S. Postlethwait. At present a college algebra course, MA 153, is being taught using audio-tutorial minicourses. In the spring semester two trigonometry courses, MA 112 and MA 154, are planned to be taught using this system of instruction. Also, a fourth course, MA 111, will be taught using this system in the spring, 1980, semester.

Much mathematics is more easily understood by using graphs. In many minicourses students are required to draw graphs. It is difficult to convey how one graph is “shifted” to obtain another graph using printed materials. As a result, a computer program was developed to create audio-visual review lessons of graphing concepts covered by the audio-tutorial minicourses. A review lesson may contain not only simple concepts such as point plotting, but also dynamic displays of graphs and their transformations. Creation of a review lesson is divided into four steps: (1) coordinate system definition, (2) function definition,(3) example definition, and (4) example viewing. The user is guided through each step via a series of menus. A sophisticated ten minute review lesson may take only 15 to 30 minutes to create. The program is written in TUTOR and runs on the University of Illinois PLATO system.
“Computers and the law”
Authors: Koltun Philip
Published: July 2004

This paper surveys current legal issues in the computer field and discusses the author's experience in twice teaching a course on computers and the law at Sangamon State University. Legal topics highlighted in the course include databanks and privacy; contracting for computer services; protection of proprietary software; tax treatment of computer software; liability problems in providing computer services; government regulation of the computer and communications industries; and the Justice Department's anti-trust suit against IBM. Teaching approaches for the non-lawyer are discussed and a bibliography is included.

The primary purpose of this paper is to discuss the author's experiences in teaching, for the second time, a course at Sangamon State University, Springfield, Illinois, entitled “Legal Issues in the Computer Field,” and thereby stimulate interest in organizing similar courses at other universities. In addition, the author surveys the many topics that comprise the course content, and includes an abbreviated bibliography as an appendix.
Experience with OLGA A Maximal language for the minimal PDP-11 minicomputer
Authors: Trickey H. , Lee E. S.
Published: July 2004

The environment desirable for the teaching of systems software programming is described, and after examining some current systems a need for a high level language available on a minicomputer with minimal hardware is exhibited. The OLGA language, designed to fill that need, is described. Included in the language are a form of data abstraction, type declarations, modules, and procedures, functions and operators. Access to objects, local or non-local, is controlled by explicit declaration. The compiler for OLGA is one-pass, and fits in 3K words of memory. A cluster of LSI-11s which makes use of the minimal hardware property of OLGA is described. The cluster is a very economical way of increasing access to a software development system.
Training - the key to successful systems in developing countries
Authors: Adderley J.
Published: July 2004

Computers are being installed at an ever increasing rate throughout the developing world. To succeed they must be backed by skilled local manpower. The training for these skills must be provided locally. Unless this training can be provided, there can only be a tragic waste of resources and a slowing down of development. Indeed, in these circumstances the best advice that can be given is to avoid computers completely.
The anatomy of a project oriented second course for computer science majors
Authors: Gillett Will
Published: July 2004

This paper describes the philosophy and design of a specific course, Computer Science 236, taught over the past few years at Washington University. The philosophy of the course is that the objectives of the course can best be achieved by employing a series of associated projects which are complex enough to require a design and specification effort but are not so large that they cannot be completed in one semester. Several other institutions have also found that a project oriented course is advantageous.

The purpose of this paper is to describe the philosophy and methodology of such a course and
not
to describe the specific course at Washington University. However, in describing the generic course, those decisions made for Computer Science 236 will be presented as examples.
The use of minicomputers in a first computer systems course
Authors: Levison Michael
Published: July 2004

This paper describes some experiences in the use of a set of small minicomputers in an elementary computer systems course.
A laboratory for a computers and programming course
Authors: Bauer Henry R. , Oliver Richard L. , Winkel David E.
Published: July 2004

The computer organization and assembly language course is part of most of computer science undergraduate curricula. With the advance of microcomputers into small business and engineering firms even management information systems and engineering majors are enrolling in this course. The work described here began in 1978 to upgrade this sophomore course in computer fundamentals. The goal was to make the small computer an integral part of the course's laboratory.

The task was to create a laboratory providing hands-on computing to reinforce concepts in the areas of

1. computer organization, assembly language programming, and architecture;

2. computer operation;

3. hardware/software interfaces; and

4. operating systems.

To accomplish these goals, the three phases of the project were in hardware, software, and curriculum development.

Before the project began, the course reflected the outline of curriculum course B2 [1]. The topics covered included the assembly process with one and two pass assemblers; the use of absolute and linking loaders; computer architectural details of register, memory, and CPU organization; addressing schemes; and input/output programming. Although these topics are satisfactory, our methods of teaching them were not. We used the University's main computer, the Xerox Sigma 7, for the laboratory portion of the course. The Sigma 7's operating system shielded the student from the computer architecture. The system posed difficulties of varying degrees in the presentation of most of the topics and prevented any real understanding of input/output programming. Attempts to simulate input/output for the students met with unenthusiastic responses.
“A study of personal computing in education”
Authors: Walstrom John , Rine David
Published: July 2004

This paper summarizes a study which was made by the authors on the various roles of personal computing in early education, college education and continued education of the individual. The role of personal computing in continued education is decomposed into its specific roles in the re-education of business persons (especially small businesses), of computer professionals, and of educators and other users of personal computing. It is pointed out that among many professional societies today, as well as within the total education of the individual, personal computing is an essential topic of national and international concern.
Disposable and endurant programming
Authors: Levy Philip
Published: July 2004

Several characteristics of “good” programs relate to extension of their lifetime. Categories of such features are documentation, structure (modules, procedures, abstractions), and language features that increase checkable redundancy in a program. These features have nonzero and, perhaps, unjustified cost if the program is disposed of. Programs that are developed primarily for the “answer” and then discarded are termed “disposable”.

The educational ramifications of disposable programs are significant. Programs produced by students in programming courses are by nature disposable; they are disposed of at the end of the term. This conflicts with the emphasis by many instructors and textbooks on endurance, the converse of disposablility.

A danger of disposable programs is their retention. Another danger is the failure to consider the endurance required during the production of that program. There is a domain of problems that can be solved economically by disposable programs. This domain is discussed and some heuristics are presented for determining whether a problem is in it.
On the importance of teaching PASCAL in the IS curriculum
Authors: Merritt Susan M.
Published: July 2004

This paper asserts that it will become increasingly necessary for persons involved in the software development process to be concerned with creating high quality programs. Furthermore, it is asserted that the presence or absence of certain features in programming languages can affect the quality of programs produced.

A survey of language design features which characterize some “modern” languages - languages which have been created for the design and implementation of reliable software - is given. These features include abstraction, name protection, strong typing, structure and ease of verification. Remarks are made concerning how these features support high quality programs.

Each of these features is shown to be either a part of PASCAL or to have its immediate history in PASCAL. Since PASCAL is a widely available and well designed language it is suggested that PASCAL provides a unique language environment in which these features which support high quality program construction can be learned.

Finally, it is remarked that it is not yet clear which programming languages will dominate our language culture of the future. However it is reasonable to expect that reliable software will be a priority, that the connections between good programs and language features will continue to be made, and that language features will develop along the lines presented here. Information Systems graduates will be in systems development and management roles. It is important that they be articulate with the issues.
Investigating the relationship between the development of abstract reasoning and performance in an introductory programming class
Authors: Kurtz Barry L.
Published: July 2004

A test of formal (or abstract) reasoning abilities was given to students in an introductory programming course. Based on these results, students were classified at three intellectual development (ID) levels: late concrete, early formal, and late formal. Performance in various aspects of the course was analyzed by these three ID levels. It was found that: (1) ID level did not vary with sex, class level, and previous coursework; (2) the levels of late concrete and late formal are strong predictors of poor and outstanding performance, respectively; and (3) the ID level predicts performance on tests better than performance on programs.
The teaching of documentation and good programming style in a liberal arts computer science program
Authors: Roth R. Waldo
Published: July 2004

It is apparent that good programming style and documentation standards are an integral part of the requirements of this discipline. Attempts which have been useful by the author to not only teach, but require, the use of these techniques are described in terms of both successes and failures. Samples are presented from the introductory computer science course and the senior level modeling and simulation class. These materials include skeletal programs and pseudocode which are used for illustration, student use, and evaluation. A technique used to simplify the evaluation of student programs is also presented.
A college preparatory course in computer programming
Authors: Sedlmeyer Robert L. , Parman William
Published: July 2004

In the last five years we have witnessed a mushrooming of interest in computer education at the secondary level, the primary focus of which has been on computer literacy. Few guidelines exist for designing a course at this level which emphasizes programming. In this paper, we describe a computer programming course for high school students who are considering entering data processing or computer science degree programs. The course was developed jointly by members of the Computer Technology Department of Purdue University at Fort Wayne and the Mathematics Department at New Haven High School.
Computer science curriculum for high school students
Authors: Aiken R. M. , Hughes C. E. , Moshell J. M.
Published: July 2004

This paper describes a current project to design an Introductory Computer Science Course for High School students. Problems concerning the choice of hardware, the selection of software, programming language(s) and the overall design of the curriculum are discussed. In addition, some previous related research is summarized and a plan for future activities is outlined.
Computer management studies for developing countries
Authors: Davies Gordon , Easteal Charles D.
Published: July 2004

This paper describes the postgraduate course in Computer Management Studies given to students from developing countries at University College London. A brief historical introduction is followed by a discussion of the objectives and philosophy of the course; our experiences of the problems encountered by the students on the course, both before they arrive in London and while resident in London, are described. Our proposals for an improved, but probably shorter, course are followed by syllabuses and statistics relating to participants.