bluuebunny/crossref_metadata_2025 huggingface dataset:
From Curriculum '68 to Curriculum '78(Panel Discussion)
Authors: Atchison William F. , Austing Richard H. , Davis Chester , Engel Gerald L.
Published: July 2004

“Curriculum '68”, the recommendations of the ACM Curriculum Committee on Computer Science (C
3
S), established computer science as an academic field of study and specified to a great extent its content. The field has evolved over the ten years since the publication of the report; however, it remains an important reference point, still being used to describe courses and programs.

The ten year period following the publication of “Curriculum '68” saw C
3
S carefully monitoring the changes and developments in computer science education at the undergraduate level. This work resulted in the preparation of a new set of recommendations, “Curriculum '78”, which are to appear in the February 1979
Communications of the ACM
.
Breadth or depth in introductory computer courses
Authors: Stoddard S. D. , Sedlmeyer R. L. , Lee R. G.
Published: July 2004

A controlled experiment comparing the first-year approaches of in-depth study of programming methodology to breadth of experience in programming and languages is described. The experiment involves two groups of students who will follow different paths in the freshman year which converge in the sophomore year. Performance of students from each group in the common sophomore courses will be analyzed. The efforts to reduce bias and the methods of measurement and analysis are described in detail.
Integrated theory and practice - an approach to the first computer science course
Authors: Szalajka Walter S. , Walch Philip
Published: July 2004

In 1975 the authors began an undergraduate computer science major and devised a one year foundation course as the basic building block of this major. The dual objectives of this foundation course are explained; an easily accessible minicomputer environment for interactive FORTRAN program development work in this course is also described. As the authors now look back to 1975 the difficulties, positive results, and development of the foundation course content are considered. In addition, an upgrading of the minicomputer environment for the course to a PRIME 300 Timesharing Minicomputer is explained; students in the foundation course are now also able to do their ANS 74 COBOL program development work in an easily accessible, interactive environment.
Master of software engineering - a proposed curriculum for practitioners
Authors: Hoffman A. A. J.
Published: July 2004

It is well known that software development projects usually exceed both time and budget projections. Furthermore, many software systems do not meet expectedt performance, are difficult to modify and maintain, and often have unexpectedly short life cycles. These problems exist even when the developers are college graduates with bachelor, masters, and doctoral degrees in computer science. Clearly, the problem is not lack of training but rather focuses on the need for a new approach to the software development process.

“Software Engineering” is a term coined in 1967 by a computer science study group of the NATO Science Committee as the theme of a workshop on improving the process of software development.
An applied computer science/systems programming approach to teaching data structures
Authors: Mackey Karen , Fosdick Howard
Published: July 2004

This paper describes and analyzes Math 464, a course in data structures at Northern Illinois University. The course is taught in keeping with the underlying philosophy of the university's computer science curriculum: it is an applications course of pragmatic nature.
A first course on files
Authors: Moore Freeman L.
Published: July 2004

Students are exposed to various computer languages by means of introductory courses and texts. Often times, they do not have an adequate amount of time to become highly proficient in all aspects of a language. In the battle against time, often the material relating to file processing is omitted. This paper is about a course devoted entirely to file processing techniques as approached from several languages.
Interactive computing in a project-oriented file organization course
Authors: Tharp Alan L.
Published: July 2004

In the decade since Curriculum '68 [1], the suggested structure of courses related to data management has evolved, as evidenced by the report of the ACM committee on curriculum in 1977 [2] and also noted by Dale [3]. A course in Curriculum '68 entitled “Information Organization and Retrieval” [IOR] does not appear in the 1977 report, while a new course in "File Processing [FP] is included. Influenced by Curriculum '68, N.C. State in 1970 instituted a senior-level course entitled “Information Retrieval” to correspond essentially to the IOR course. Over the years that course in information retrieval has changed gradually, as material related to document retrieval has been supplanted by material related to file organization. Although the title has remained constant, the content is now more similar to FP than IOR. This paper describes the current project-oriented course in information retrieval which stresses the importance of query languages in an information retrieval system. In addition, the paper highlights the use and impact of interactive computing, the choice of a project implementation language, and the relationship of the course to an individual's transition from student to professional. The paper concludes with a comparison of project grade and the associated computer development time.
A Basic program package for introducing the top-down approach to computer programming
Authors: Ragsdale Ronald G.
Published: July 2004

In the summer of 1978, a program package was produced by six members of the class of course 1516, Programming Applications in Ontario Curricula, offered at the Ontario Institute for Studies in Education. The course participants were secondary school teachers of computer science or related subjects.
Experiences with a Computer Science Advisory Council
Authors: Grout Jarrell C. , Hyams Denis M.
Published: July 2004

This paper provides a description of the Stephen F. Austin State University Computer Science Advisory Council and the ongoing advisory program. Experience has shown that a well-formed council operating with the computer science faculty in a well-planned advisory program can contribute significantly toward curriculum refinement, faculty development, financial assistance, resource improvement, and student employment. The methods for forming a council and establishing a program, and the benefits derived - all of which are discussed in the paper - have potential applicability to other computer science departments.
A computer science microcomputer laboratory
Authors: Solntseff N.
Published: July 2004

This paper discusses the objectives of a microcomputer laboratory established to support the Computer Science programmes at McMaster University. Three objectives are identified:

1. To serve as the means of reinforcing the understanding of fundamental computer concepts by students;

2. To enable faculty, staff, and students in any university department to learn about microcomputers and how microcomputers can be used to provide a solution of their problems;

3. To provide facilities for high-school students and teachers to become familiar with microcomputers and their impact on society as well as for bringing “computer literacy” to the community at large.

The equipment purchased for the microcomputer laboratory is described and future plans are outlined.
Repackaging the introductory course to separate the control language
Authors: Eastman Caroline M. , Blumsack Steven L.
Published: July 2004

The introductory course in computer science usually covers a mixture of topics. It generally includes an introduction to algorithms and problem solving, use of a particular programming language, basic concepts about computer systems, and use of the local computer system. This paper describes an organization of the introductory course, suitable for an interactive environment, which locates the control language coverage, which is dependent on the local computer system, in a separate course.

The separation has two major advantages. It eases the transition for students entering with some previous course work or experience using a different computer system. And it enables the control language to be covered in enough detail so that students can become proficient in the basic commands even under the time pressures of a quarter system.
Experiences with PASCAL in an introductory course
Authors: Bauer Michael A.
Published: July 2004

Beginning September, 1975, the Computer Science Department at the University of Western Ontario switched from FORTRAN to PASCAL as the primary language in the first year introductory course. The motivation for such a change was to introduce into the first year course concepts and issues which were becoming central to Computer Science. In particular, the instructors involved in the course wished to a) emphasize algorithm design, effect of choice of representation on design and the creation of well-structured programs, b) expose students to the use of a variety of control structures and data structures, c) introduce, at least informally, the notions of complexity and correctness.

It was felt that not only would such a course provide a good introduction to Computer Science for all students taking the course, but that those continuing with Computer Science as a chosen field would be well-prepared for subsequent courses. Since PASCAL could satisfy these requirements and a good implementation (on a CDC Cyber 6600) of the language was already available, it was the logical choice.
Computers in precollege education (Panel Discussion)
Authors: Dennis J. Richard , Schaeffer William , Gray James E. , Taylor Robert , Powell James D.
Published: July 2004

Instructional use of computers is now common at many secondary schools and in elementary schools. The computer is recognized as a new and important educational medium, as a source of change in existing curriculum, as a new curriculum area. Thus there is growing awareness that pre-service elementary and secondary school teachers need some computer education. What are colleges of education doing to meet this challenge? A panel of faculty from several colleges of education will present their views and insights. They will point out successes, both at their own schools and on a national scale. They will also point out what still remains to be done. There will be time for input from the audience.
Graduate remedial training in computing for educators
Authors: Taylor Robert P.
Published: July 2004

For both practical and transcendent reasons, large numbers of school personnel should be trained in computing as soon as possible. Given the educational backgrounds of most such personnel, that training will have to be largely remedial from the computer scientist's point of view. At the same time, to be attractive to such personnel, the training has to carry a graduate label. This paper suggests what these practical and transcendent reasons are and briefly describes an example of the sort of training program needed.
Teaching programming languages
Authors: Lemos Ronald S.
Published: July 2004

Ten approaches to programming language instruction are summarized. The approaches discussed are: structured programming, modular programming, grammatical versus “whole program”, spiral, problem analysis, computer modeling, computer assisted instruction, instructional television, egoless versus individualistic programming, and team debugging.

These approaches are discussed in terms of their general characteristics, proposed benefits, and demonstratable effectiveness. It is concluded that the serious lack of empirical research on teaching programming makes it difficult to rationally infer the comparable effectiveness of these pedagogical approaches.
Teaching program design through program structure maps
Authors: Varden Stuart A.
Published: July 2004

It is well known that college and university level programs in the
computing sciences continue to turn out graduates who are schooled
in topics such as compiler writing, automata theory and numerical
analysis, while the vast majority of potential employers of these
graduates are seeking people knowledgeable in administrative
systems and application programming. This point was brought home
during a recent visit I made to a graduate course in data
structures at a major university. When the instructor asked the
more than forty students to list all the programming languages they
knew, COBOL went entirely unmentioned. Although COBOL is not an
ideal language for instructional purposes, the fact that it is
rarely taught in computing science programs is probably due more to
the tastes of instructors than to intrinsic weaknesses of COBOL. My
remarks here take the position that COBOL can be used quite
successfully as a demonstration language to help teach information
processing principles and good programming practices, while
providing students with a much sought after skill.
The second course in computer programming
Authors: Noonan Robert E.
Published: July 2004

In recent years a number of colleges and universities have modified their introductory computer science curriculum. These schools have concluded that algorithm development and computer programming are sufficiently difficult to require a two semester sequence. This change even appears in the working report of the ACM Committee on Curriculum in Computer Sciences [1].

Unlike the first course in computer science, there does not appear to be a general consensus on the aims, objectives, and course outline on this second course. The purpose of this paper is to present the author's view of the need for and purpose of this second course and some consequences of these. This view is based on five years experience developing and teaching this course at two universities.
A software emphasis in the second course in computer science
Authors: Meinke John G. , Beidler John A.
Published: July 2004

Over the past few years, structured programming concepts and techniques have played a major role in forming the content and approach in introductory programming courses. In these courses the students learn the fundamentals of programming and the elements of some programming language. But learning the basic elements of programming barely exposes the students to the depth and breadth of computer science. In addition, many students can have a false impression of their limited programming capabilities. For these reasons, the second course in computer science is quite critical. Not only must it build on the programming skills taught in the first course, but it must also give the students some appreciation of the depth, breadth, and theoretical foundations of computer science.
Behavioral education requisites for application-oriented computer scientists
Authors: Senn James A. , Ives Blake
Published: July 2004

The content of programs in computer science is an issue of substantial concern to both academicians and practitioners. Studies have been conducted to determine what background graduates should have and which sets of courses and training experiences should be pursued. Emphasis has been on ensuring that students acquire the necessary skills to be successful in a computer science positions [1,2,7]. In virtually all studies, the focus has been exclusively on topics within the areas of computer architecture, data structures, software systems, and processing methodology.

In the discussion that follows, the need for another dimension in computer science programs, namely the behavioral and interpersonal dynamics dimension, is explored. Analysis of the importance of behavioral considerations in computer science is presented. Suggestions are also included for dealing with this aspect of training within current educational programs. The intent of this article is to raise issues for discussion and study within individual institutions and departments.
Computer science curriculua for small colleges
Authors: Cameron J. S. , Karian Z. A.
Published: July 2004

Denison University is a small, liberal arts college located in Granville, Ohio. It has a student body of approximately 2000 undergraduates and a faculty of approximately 165. Courses in Computer Science have been offered since 1969, and in 1972 it became possible to award a Bachelor's degree in Mathematical Sciences with a Concentration (minor) in Computer Science. In 1975, a full scale Bachelor's program in Computer Science was authorized, and the first degrees were awarded in 1976. The program was designed to satisfy two objectives. First, there are a number of students who are oriented towards management and are interested in the applications of computing in industrial environments. Many of these students either pursue a double major or major in one area and develop a strong background in another field. These students frequently do not need a strong mathematical background, but do need a broad exposure to a variety of applications. The Bachelor of Arts degree program was designed for these students. Our second objective was to construct a program for those students who were interested in computer science as a profession; these students would probably go to graduate school or take technical positions in industry upon graduation. For these students we provided the Bachelor of Science degree, which is a more rigorous program.
DRAW(IT)N - a computer graphics education package
Authors: Thomas Paul A.V.
Published: July 2004

DRAW(IT)N is a package of four similar interpretive programmes used in teaching computer graphics. The four programmes, each consisting of a Fortran interpreter and subroutines, permits the definition and manipulation of 2-dimensional or 3-dimensional objects in a batch or interactive mode; further-more objects as instances may be grouped in sub-assemblies and assemblies in a hierarchial manner. In each case the output may be plotted on a standard plotter or CRT display unit; also an approximate drawing may be obtained on a line printer or CRT alphanumeric terminal, particularly for debugging purposes. Due to the nature of the programmes, modifications are readily made, that is, subsets can be used or additional commands added. Furthermore, being written in Fortran, the programmes are transportable and in fact have already been run on two different types of computer.
A report on computer science certification for secondary school teachers in Wisconsin (Panel Discussion)
Authors: Fossum Timothy , Chambers Donald , Burd Barry
Published: July 2004

In 1977, the
Wisconsin Certification Standards
listed a secondary level teaching certificate in computer science for the first time. While at least 97 (out of 436) school districts in Wisconsin were offering courses in computer science, only five teachers were certified to teach it. A computerized audit of teachers, courses, and licenses conducted in the spring of 1978 turned up a large number of violations involving courses identified as computer science. Consequently, many teachers throughout Wisconsin were notified that they were not properly certified and could not continue to teach computer science. As a result of discussions between representatives of the Bureau for Teacher Education and Certification and the Department of Public Instruction's Mathematics Supervisor, an agreement was reached on May 3, 1978. The agreement contained the following provision: Licensed mathematics teachers who have taught computer science courses for two semesters prior to July 1, 1982, may be issued a computer science license upon the Department's receipt of an application and the administrator's verification of teaching.
A progress report on teaching programming to business students without lectures
Authors: Daly Cecilia , Embley David W. , Nagy George
Published: July 2004

A lectureless mode of instruction for programming courses is described. The observations collected in a pilot experiment teaching FORTRAN to about one hundred business students are recorded and analyzed. Advantages and disadvantages of the method, and implications for other languages and other clienteles are discussed.
The microcomputer-based turnkey system as an instrument for technology transfer
Authors: McMillan Claude , Salhauna Wilfredo
Published: July 2004

A program involving the installation of 6 microcomputer systems in Latin America (Argentina, Mexico, Brazil, Ecuador and Peru), is described. A rationale for the choice of machines is provided; results to date are reported; and prospects for the future forecast.

Lacking a comprehensive understanding of data processing systems, and being generally unaware of the increasing power and reliability of small systems, research center administrators and scientists have been unwilling to divert limited funds from competing demands to equip themselves with DP systems, or with personnel utilize them.

The IBPGR funded the DISR in Boulder to try to accelerate the data conversion process among a number of specific centers in Latin America and thus to begin the development of the international data exchange network.
Personal computing
Authors: Rine David C.
Published: July 2004

“A National Educational TV Series at Pre-College Level for Personal Computing and Computer Literacy”, David C. Rine, Western Illinois University.

Under grants from the IEEE Computer Society, The Johns Hopkins University, Radio Shack and other agencies, the International Instructional TV Cooperative, source of instructional TV materials to all educational TV networks nation-wide and internationally, has finished and is marketing the implementation of a six-course national educational TV series aimed at the pre-college level in the area of personal computing and computer literacy. The name of the project is “Personal Computing: An Adventure of the Mind”.

The objectives of this new series are to illustrate the uses of personal computing, to demonstrate the interface of humans and machines, to identify the fundamentals of communication in personal computing, and to motivate students to be innovative in their own applications of personal computing. Since the personal computer is viewed by many as a mind multiplier, a further objective of this educational TV series is to greatly increase the number of minds that can be multiplied, by taking Personal Computing to millions of children in classrooms across the country.

Education and informational programs are closely allied in that both attempt to communicate facts, concepts, and ideas. Both need to be designed with specific objectives in mind. Some of the objectives to be discussed are both attitudinal and informational in nature; that is, they deal with feelings as well as facts. The underlying thrust throughout is that . . . LEARNING CAN BE FUN!
Teaching data abstraction to the practicing programmer
Authors: Feldman Michael B.
Published: July 2004

We have been experimenting at The George Washington University with our undergraduate and graduate courses in Data Structures. In particular, we are using a very modern text [HORO78] and a strong emphasis in lectures and projects on the practical application of data abstraction, and its relationship to both structured programming and machine efficiency. Student projects are subroutine packages written, in “real-world” programming languages, as faithful and modular implementations of the abstractions studied.

Throughout the courses, attention is paid to the relationship between structured programming and data structures, and between these two and time/space efficiency considerations.

After a preliminary discussion of data abstraction concepts, we present a case study, namely a sparse-matrix system, and some observations.
Problems, plans, and programs
Authors: Soloway Elliot M. , Woolf Beverly
Published: July 2004

An important learning skill is the ability to make abstractions, i.e., to construct classification schemes which highlight similarities and differences. In this paper we shall outline the content of a undergraduate course which attempts to teach this skill in the context of teaching introductory LISP programming and problem solving. The key to this enterprise has been the development of:

1. a taxonomy of
problems
, i.e., a classification scheme which groups problems into classes based on specific criteria, and

2. a set of
plans
, i.e., abstractions, each of which captures the essential features of a class of problems, and corresponding solution
programs
.

We begin by developing a scheme for classifying the problems usually offered as exercises in introductory LISP courses. We then examine the LISP programs which solve problems in the various classes and abstract higher level structures called 'plans.' Here we view a plan as a program template plus comments describing the goals and reasons for the various expressions in the template. Next, we build on the set of plans to include new problems. Finally, we speculate briefly on the utility of our taxonomy with respect to programming in languages such as FORTRAN, APL, or PASCAL.
Structured programming using BASIC
Authors: Cook Robert N.
Published: July 2004

With the advent of inexpensive microcomputers, which are mainly programmed in BASIC, and the widespread availability of BASIC on both minicomputers and large scale computers, the advantages of structured programming mandate that the techniques be extended to BASIC. Alternation (IF-THEN-ELSE) as well as repetition (DO WHILE and DO UNTIL) are easily implemented in BASIC. The CASE structure and necessary style conventions to insure readable, easy to write, easy to debug programs are readily implemented in BASIC. Structured pseudocode is used to express algorithms which are then written in structured BASIC.
TOYCOM - a tool for teaching elementary computer concepts
Authors: Sebesta Robert W. , Kraushaar James M.
Published: July 2004

Many of those who teach introductory computing courses have recognized the pedagogic value of a very simple computer model. A large number of introductory textbooks on computing contain a section explaining the logical components of such a system (1, 2, 3, 4, 5, 6, 7,8). These usually include an introduction to assembler language and machine level programming of a machine which is sometimes called the minimum configuration computer model.

All of the previously implemented models of which we are aware have been constructed to operate in batch mode. After having used such systems for some time, we felt that they too soon introduced students to the aggravation of mispunched cards and long waits for runs, only to discover minor syntactic errors. We felt that the simple computer model's pedagogic value would be significantly increased by implementing it in the interactive mode. In order to test this thesis, we have designed and implemented such a system.

Our interactive computer model is named TOYCOM, an obvious acronym for
toy com
puter. TOYCOM is a submonitor-assembler-interpreter which can be collectively called a simulator. It presently runs as a submonitor under BASIC-PLUS, which runs under the RSTS-E operating system of the medium to large-scale DEC PDP-11 minicomputers. It is also written in BASIC-PLUS.
An adult education course in personal computing
Authors: Solntseff N.
Published: July 2004

The paper describes a non-credit course being offered through the School of Adult Education at McMaster University. The aim of the course is to familiarize members of the general public with what home computers can do for them and to provide the knowledge needed for the selection and purchase of a personal computer.
Measuring computer program comprehension
Authors: Boysen John P. , Keller Roy F.
Published: July 2004

While improved programming methodologies, better computer languages and more sophisticated programming aids have helped alleviate some problems associated with software development, a software crisis continues to exist. The software crisis continues partly because many of the suggested improvements in software development have emphasized the role of the computer, rather than the programmer, in the development process. Researchers are beginning to realize that the ultimate resolution of the software crisis will come only when we understand the human processes involved in software development.

Computer program comprehension has been one of the human processes which has been studied by researchers.

Two basic approaches have been used to study program comprehension. Using the first approach, an objective measure of comprehension is proposed based on the author's suppositions about the sources of complexity.

A second approach used in the study of program comprehension is to empirically investigate factors which might affect comprehension.

In the next section, a methodology is proposed to measure the comprehension of statements and programs. It is applied to study expression complexity in section three and selection statement complexity in section four. Implications for teaching programming are described in section five and the paper is concluded in section six.
An instructional aid for student programs
Authors: Robinson Sally S. , Soffa M. L.
Published: July 2004

Analyzing and grading programs in an introductory computer science course can require a great deal of time and effort from the course instructor. This paper investigates the development of a system called Instructional Tool for Program ADvising (ITPAD) that assumes some of the instructor's duties by keeping student profiles and assignment profiles, by detecting possible plagiarism, and by providing suggestions directly to the students for improving their programs.

The design of the ITPAD system is based mainly on the direct application of code optimization techniques to FORTRAN source programs. Several software science measures also provide some of the profile characteristics. The results of test runs show that this system helps the instructor monitor the progress of the students through the term and also helps the instructor determine the individual algorithmic approaches for a particular programming assignment. The system can further benefit the students directly by providing suggestions that emphasize the use of good programming style.
A simulation course for computer science students
Authors: Shub Charles M.
Published: July 2004

A suggested topical coverage for an upper division and graduate course for computer science students in discrete simulation is presented. The components and order of coverage within each topical area are delineated. Several alternative approaches are suggested and compared based upon student reaction and feedback. Conclusions are drawn.
A programming sequence for the liberal arts college
Authors: Ellison Robert J.
Published: July 2004

The computer science program in a liberal arts college must meet a number of diverse needs. When the curriculum allows for only four computer courses each course must serve several functions. For example, the introductory programming course often must satisfy the need for computer literacy as well as serve more advanced students who need to use the computer in their own discipline. The Hamilton College program which serves an academic community of 1600 students and about 130 faculty, has been evolving for four to five years. Currently five to six hundred students use the computer in some manner during the academic year, and almost one third of the student body enroll in a programming course before they graduate. We shall describe our two-course programming sequence and the success that we have had teaching it using a disciplined approach to programming.

Our first course is taught to students whose primary motivation is general literacy and who do not bring to it much in the way of general quantitative or problem solving skills. We use, though, a programming methodology that differs little from that used by larger institutions for courses directed more toward the concentrator in computer science. We argue that structured programming is almost a necessity for this audience. The very limited background of the students requires both a systematic approach to problem solving and a disciplined style of programming.

The second programming course must also solve some special problems. Since we only offer two advanced courses, we must include some of the material on data structures in the second course. With a careful selection of topics, we can lay the foundation for a discussion of file structures or data base organization in an advanced course.

Our instructional goals for the sequence include the encouragement of general computer literacy, the teaching of programming techniques, the development of problem solving skills, and the coverage of selected advanced topics. We had to meet these goals without making excessive technical demands on the instructional staff.
Multiple micros for education
Authors: Maurer W. D.
Published: July 2004

The advent of the microcomputer has caused a profound change in our thinking about the teaching of programming. Up to now we have been assuming that a computer is necessarily expensive and must be shared by all students. With the appearance of time-sharing systems, many universities, including The George Washington University, purchased large numbers of terminals for student use; but students were still using a single large or mid-size computer, albeit through several terminals. It is now possible, however, to purchase an entire computer for the price of a terminal. Such a computer is necessarily limited in scope; but it can serve admirably for the teaching of programming at an elementary level, as well as handling certain more advanced tasks. About a year and a half ago, the Computer Committee of the Department of Electrical Engineering and Computer Science, of which I was the chairman, made a decision to purchase sixteen microcomputer systems for student use, primarily for the teaching of BASIC, and secondarily for assembly language and PASCAL.
Using terminals versus card reader in remote job entry
Authors: Bailey M. Gene , Davis Lloyd
Published: July 2004

As enrollment in computer science departments continues to increase, institutions are finding it necessary to improve existing computer facilities. Many have chosen the “distributive processing” route whereby one central location handles a major portion of the workload of the schools connected to it, while each of the schools maintain some stand-alone capability. Schools are billed for work that is performed at the network center.

In particular, student jobs are charged, whether individually or collectively, to a particular school or department. It is, thus, worthwhile to consider techniques for processing student jobs which will keep operating costs of a department to a minimum. This paper considers an approach that the University of Tennessee-Chattanooga (UTC) has taken to help minimize these costs.

An experiment was designed in which, for one semester, students would continue to submit programs through the card reader. The succeeding semester, jobs would be submitted through terminals, i.e. no card punching would be done and students would transmit to Knoxville using the terminals. The “bonus point” method was employed in both cases. The courses selected were FORTRAN AND PL/I, the first two courses in the computer science curriculum and the major users (from UTC) of the network. The FORTRAN class used the WATFIV compiler and included some usage of the structured constructs available. Approximately seventy per cent of the students enrolled in this course were in majors other than computer science. The second course selected was PL/I which used the PL/C compiler at UTK. Approximately ten per cent of the students were non-computer science majors.
An overview of computer science in China
Authors: Dale N. B.
Published: July 2004

In September, 1979, an international delegation of computer scientists visited the People's Republic of China. This paper reviews the sub-stance of discussions between this group and their Chinese counterparts and gives the impressions of the visiting scientists based on this interaction.
Computer science (1979)
Authors: Bailes Gordon , Countermine Terry A.
Published: July 2004

Each year Computer Science Departments generally find that enrollment, at least in Associate and Bachelor's level programs, is increasing. At the same time, most Computer Science Departments find it difficult to recruit faculty with Ph.D. 's in Computer Science. In fact, Computerworld (6) recently reported on an NSF study which identified approximately 600 vacant faculty positions in Computer Science in this country.

Primarily, the purpose of this article is to report the results of the study without attempting extensive analysis or interpretation. Certain inconsistencies in the data have been noted by the authors—primarily due to inaccurate or incomplete answers to various questions. It was not feasible to disregard incomplete or inconsistent questionnaires since the number of complete, consistent responses was small. In a few cases, the authors have attempted to correct obvious inconsistencies—for example, if an institution reported that it recruited to fill 3 vacancies on the faculty, that no one was hired, and that 4 of those hired had a Ph.D. in Computer Science, we assumed that the 4 should be a 0. In most other cases, the data is reported as given in the responses and the authors believe that it is reasonably accurate and representative.
Computer education in the 1980s, a somber view
Authors: Mitchell William
Published: July 2004

The discipline of computer science is a child of the 1970s. Its growth in infancy has been impressive, statistically, but so it is with infants. As we enter the decade of the 1980s, the discipline and all of us engaged in computer science education face some difficult choices. It is becoming abundantly clear that in the 1980s computer education cannot be provided for our students in the variety and quality which they demand. It will fall to us, personally, to decide what kind of computer education will be made available. In this next decade we will suffer a national deficiency of computer expertise equivalent to our national deficiency in oil. The cost of this expertise is already inflating at an alarming rate, and we have yet to begin to mobilize programs which in the long-term will stabilize the market. It is therefore inevitable that the 1980s will witness a frantic shift to alternative sources of expertise and a consequent dilution in the quality of computer professionals and computer products. The academic profession must make program decisions now which will serve to minimize the cost which our society will pay as it struggles to fully enter the computer age.
Guidelines for a minimum program for colleges and universities offering bachelors degrees in information systems
Authors: Gorgone John T. , Sondak Norman E. , Konsynski Benn
Published: July 2004

The tremendous demand for education in the use and application of computers and computer based systems in business, commerce and government has led to the establishment of Information Systems Departments and to the option of an Information Systems concentration in established Computer Science Departments. In fact, the Information Systems degree is now becoming one of the fastest growing and most popular in the area of computer education. This report is presented to the Computer Science and Information Systems education community as a preliminary proposal of ideas on which to base an accreditation standard. It was developed with the background that many Information Systems departments are incorporated in Schools and Colleges of Business, and an attempt was made to have the standard consistent with the American Association of Colleges and Schools of Business accreditation guidelines. The successful future of Information Systems depends on a firm foundation for graduating students; this work is directed towards offering a minimal or floor program for the Information Systems bachelors degree.
Central government computing agency in less developed countries
Authors: Khailany Asad
Published: July 2004

This paper is a result of research conducted in the last two years to improve government Computing Systems in developing countries. Various methods were used to introduce and establish Computing Systems in developing countries without any systematic approach. However, many of the governments in these countries soon realized the need for a central agency to regulate and monitor Computing Systems and their usage. Many factors contributed to the decisions made in creating a central government computing agency.
Science education and research for technological progress
Authors: Ahmad S. Imtiaz
Published: July 2004

Education implies systematic instruction, schooling or training of people so that they are able to meet challenges of the environment they live in, and be able to contribute positively in solving problems to build a better society. Science education is usually equated with education in the area of natural and physical sciences, but in modern day society it includes important aspects of social sciences. Education at academic institutions of higher learning must go hand in hand with research—an activity aimed at discovering new things. While the academic institutions engage in pioneering studies in basic or applied research, industrial research labs are required to shape this pioneering work into products to be used by the society. Technological progress implies a process of breaking through obstacles, and producing new things and eliminating the old.
Computer whatcha-maycallit
Authors: Moshell J. M. , Hughes C. E. , Gregory C. R. , Aiken R. M.
Published: July 2004

A year's work on the NSF/University of Tennessee High School Computer Science Project (HSCS) has indicated that it may indeed be possible to dissociate computer skills from the scary, elitist traditions of science and math curricula in high schools. Teachers and students remote from the traditional science/math constituency are learning to play/work with the computer. The development of HSCS is chronicled and some likely scenarios for its arrival on the high school scene are presented. The essential context is that of a race between declining computer hardware costs and declining support for public education. HSCS is succeeding because it exploits computing's unique ability to bridge between the worlds of play, study and employment.
Software engineering at the high school level or taking a byte or two from an apple II
Authors: Beidler John A. , Meinke John G.
Published: July 2004

In the near future that many of the computing concepts we currently teach at the college level will be taught in the near future (some are doing it already) at the high school level. From our experience we are convinced that this can be done, but substantial changes will have to be made in the ways in which programming concepts are taught.

In subsequent sections of this paper describe the original direction of our proposal, how we had to change it, and where we see it going in the future. As we continue to work with our colleagues in the secondary schools, we have developed an important feedback loop. They have been convinced of our sincerity in assisting them. Therefore, they have been very free and open with their comments and their criticisms. This in turn has given us a tremendous opportunity to continuously revise and our material. As a result, we are convinced of the validity of our approach.
A plagiarism detection system
Authors: Donaldson John L. , Lancaster Ann-Marie , Sposato Paula H.
Published: July 2004

The problem of plagiarism in programming assignments by students in computer science courses has caused considerable concern among both faculty and students. There are a number of methods which instructors use in an effort to control the plagiarism problem. In this paper we describe a plagiarism detection system which was recently implemented in our department. This system is being used to detect similarities in student programs.
Using a sales incentive technique in a first course in software engineering
Authors: Mazlack Lawrence J.
Published: July 2004

The best structure for a first course in software engineering is unclear. First, because what should be taught has not been firmly established to the general satisfaction of those involved. Second, providing a realistic environment to motivate belief in the utility of the practices involved is difficult.

A strategy which provides the motivation to understand and develop the tools of software engineering is presented. The strategy also effectively requires a form of peer review. The motivating mechanism is the “sale” of software modules between class participants.
A one-year introductory course for computer science undergraduate program
Authors: Behforooz Ali , Sharma Onkar P.
Published: July 2004

The approach taken to teach the first undergraduate course in computer science varies a great deal. The one that places major emphasis on the teaching of a programming language is still widely used. We find many drawbacks with this approach. In our opinion, the discussion of introductory computer concepts and problem-solving techniques should precede the coverage of the syntax of a programming language. It is also our belief that basic data structure concepts should be presented in the first course and discussed independently of any particular programming language considerations. Finally, we don't subscribe to the view that teaching of programming styles should be delayed until later courses. With these ideas in view, we present in this paper the outline of a one-year beginning course for the computer science undergraduate degree program.
Alternatives to the traditional first course in computing
Authors: Meinke John G. , Beidler John A.
Published: July 2004

The first course in Computer Science at the University of Scranton has evolved over a number of years as a course in problem solving utilizing the computer. Bearing in mind that such a course should provide relatively standard programming tools, the course uses a structured derivative of FORTRAN promoting top-down stepwise refinement in programming methodology as well as encourages the utilization of “packaged programs”. We now have a course that provides a solid foundation for computer science majors as well as offers an excellent introduction to computing to those students for whom the course has a service purpose. This has been accomplished with a minimal faculty at a small university.
FORTRAN
Authors: Etlinger Henry A. , Goodman Gordon I. , Plummer Charles
Published: July 2004

A new FORTRAN service course has been developed and is being pilot-tested. The course was designed to reduce the number of redundant FORTRAN courses, make more efficient use of faculty time, and provide more consistent and predictable learning outcomes for down-stream courses while improving faculty and student satisfaction. The course is largely self-instructional, mastery-based and self-paced. Incentives are used to reward students for mastery of learning outcomes and prompt completion of assignments. Preliminary evaluations of the course show that we have been largely successful in meeting design goals.
A self-paced first course in computer science
Authors: Aikin John O.
Published: July 2004

As demand for a first course in computer science increases, more efficient and effective approaches to such a course become increasingly desirable. This paper describes the development and use of a completely self-paced CAI course at The Evergreen State College. Use of behavioral objectives in designing the course is explained, the content of the course is outlined, the process used to develop the course is described, experiences with 256 students are reported, and some general observations on implementing CAI courses are offered.