bluuebunny/crossref_metadata_2025 huggingface dataset:
Remote teaching (Panel Discussion)
Authors: Hankley William , Lewis Ted , Meyer Stuart , Clark Ron , Wallentine Virg
Published: July 2004

The demand for computer science education on the college campus is rapidly increasing. This is due to the ever expanding market for computer expertise in industry, government, and academia. The growth in the need for off-campus computer science instruction is also phenomenal. Professionals in areas other than computer science—engineering, business, etc.—need to acquire computing skills. Computer scientists need to continually keep pace with the rapidly evolving computer technology. This training must be available at sites remote from the college campus. In the era of overall decreasing college enrollments, computer science educators are being requested to service this off-campus market.

Traditional forms of providing education to this market include faculty or student travel, remote campuses, live video, and audio teleconferencing systems. Each has either high cost, an ineffectiveness, and/or inconvenience factors. It is the purpose of this panel to explore the electronic remote education. The particular systems to be discussed are the “electronic blackboard,” controlled scan TV, computer teleconferencing and computer-based color-graphics technologies. The first two systems are in use and the latter two are proposed. Ted Lewis will describe experience with the electronic blackboard and Stuart Meyer will describe the use of the controlled scan TV. Ron Clarke and William Hankley will describe the proposed usage of the computer teleconferencing and color graphics, respectively, in the remote classroom. Each of these panelists will briefly describe the particular system and address the areas of teaching technique and effectiveness within the specific technology.

Following the formal presentations, there will be an open discussion of the issues presented. For those people who cannot attend the panel discussion, a very short bibliography on electronic education and teleconferencing is included.
Entry-level position of computer programmer survey
Authors: Phillips James W.
Published: July 2004

The mission of a community college is to provide educational services to the community. These services are dictated by the priorities of the specific community. The first priority for Lexington, Kentucky, is employment. The two factors of employment are an available position and a qualified applicant. For local business, the majority of computer-related technical positions are in data entry, operations, and programming. The community college must be able to prepare individuals to be qualified for some of these careers.

Lexington Technical Institute (LTI) is one of thirteen institutions under the University of Kentucky's Community College System. LTI offers programs in many technical areas. Among them is a Business Data Processing curriculum leading to as Associate Degree in Applied Science. The intent of the curriculum is to prepare individuals for careers in computer programming for business applications. Other state-supported institutions cover data entry and other types of programming. Formal training for data entry is given through local vocational schools. Formal training for research and advanced programming positions is given through the Computer Science Department at the University of Kentucky. There is no institution providing adequate formal training for computer operations.

The curriculum at LTI is oriented toward preparing individuals for entry-level positions as computer programmers within the Lexington area. To ensure that an institution continues to provide a relevant curriculum, the needs of local business must be periodically reviewed (Little, 1977). A mailed questionnaire was returned by 142 companies in the Lexington area in 1975 (Hager, 1975). The important facts identified were:

1. the predominant computer languages (in decreasing order of use) were COBOL, RPG, and Assembly language;

2. trend toward increased use of BASIC timesharing systems;

3. a preference for an education stressing business systems as well as programming;

4. job opportunities enhanced by practical experience.

A follow-up survey was undertaken through the support of the University of Kentucky's Community College System during the summer of 1979. Selected employers of computer programmers within the Lexington area were interviewed.
The University of South Carolina Computer Science Institute
Authors: Codespoti D. J. , Bays J. C.
Published: July 2004

The continuing deficit of computer related specialties is a cause for concern in the state of South Carolina. This deficit could be reduced if the two and four year colleges in the state offered more computer related courses to their students. Most of these colleges lack the appropriately trained faculty. In an effort to retrain existing faculty, a University of South Carolina Computer Science Institute was established in the Summer, 1979. The primary goals of the Institute are to upgrade the computer science competency of existing faculty, to utilize these newly trained faculty members to meet local demand for undergraduate instruction in computer related courses, and to conduct the Institute in a manner that allows statewide cooperation. Thus, participating colleges, knowing their own needs, will be able to integrate computer related courses into their programs of study. The larger colleges will be able to offer Baccalaureate programs with a major in computer science, and the smaller ones can offer two year certificate or training programs.
A major in information systems
Authors: Maryanski Fred J. , Unger Elizabeth A.
Published: July 2004

An information systems major is presented as a second offering by a computer science department. The rationale for the degree program is based upon the demands of industry for graduates skilled in database and information systems. Courses in COBOL, business data processing, database management, and systems analysis are included in the information systems curriculum to prepare the student for employment in the business systems area. The contents of the courses in the information systems core curriculum at Kansas State University are presented as an example of an implemented degree program. In addition, the information systems curriculum is analyzed in terms of its differences with the Curriculum 78 computer science curriculum and of the resources required for its implementation.
Teaching operating systems and machine architecture—more on the hands-on laboratory approach
Authors: Lane Malcolm G.
Published: July 2004

The “hands-on” laboratory approach to teaching operating systems has been used at West Virginia University since August 1971 [3, 6, 8]. In 1977 a Digital Equipment Corporation (DEC) PDP-11/34 system replaced the IBM 1130 system previously used for the course. The course is now using an (DEC) LSI-11 and is much improved.

This paper focuses on the student projects which are the major part of the course. The “hands-on” laboratory course as currently being taught is discussed and compared to other techniques for teaching operating systems.
A suggested course in introductory computer programming
Authors: Harrison Warren A. , Magel Kenneth I.
Published: July 2004

Introductory programming courses have long been a popular topic of discussion. Often it is either the only computer course a student takes or it is the foundation upon which all further training in computer science is built. The usual goal of such a course is to introduce the student to the use of a computer to solve simple problems in his or her particular discipline.

Generally the method of presenting the material may be separated into two distinct schools of thought, which we have termed the “Black Box School of Thought” and the “White Box School of Thought”. In this paper, we discuss the benefits and drawbacks associated with the two alternative approaches. Additionally, we present a suggested course outline using the “White Box” method.
All publishers are alike, aren't they? (Panel Discussion)
Authors: Mitchell Stephen
Published: July 2004

Topics 1. The Computer Education Publishing Marketplace: An Overview The Biggest and the Smallest, The Oldest and the Newest, Introductory Books Versus Advanced Books

2. Discussion Question: What Can Go Wrong in the Author-Publisher Relationship?

3. Discussion Question: What Advice Would You Give to a Close Friend in Selecting a Publisher?

4. Discussion Question: How Will Technology Change the Publishing Process and the Author-Publisher Relationship?

5. Discussion Question: Building Better Textbooks for Computer Education: How Do We Do It?

6. Summary and Conclusions
A model for a CAI learning system
Authors: Kalmey Donald L. , Niccolai Marino J.
Published: July 2004

Over the past ten years, computer-assisted instruction (CAI) has had an impact on the educational system. In this paper, we discuss our view of a model for developing an integrated set of CAI modules for any given subject area. The model has been implemented and tested, with very favorable results, for the subject area of metrication.
Getting more oomph from programming exercises
Authors: Tharp Alan L.
Published: July 2004

Much attention has been given to the content of introductory computer science courses, but based upon a perusal of introductory textbooks, it appears that somewhat less attention has been given to the programming exercises to be used in these courses. Programming exercises can be modified to provide a better educational experience for the student. An example of how atypical programming exercises were incorporated into an introductory programming language course is described.
Teaching subsets of Pascal
Authors: Atwood J. W. , Regener E.
Published: July 2004

In teaching Pascal in our basic programming course since 1975, we have developed a teaching order using a sequence of language subsets, similar in concept to the SP/k, SF/k, and PS/k systems of Holt and Hume. Our scheme introduces each programming idea in as general a context as possible, and presents the elements of the Pascal-S subset (Wirth) before the rest of the language. It is designed for a concentrated presentation together with elements of discrete mathematics, combinatorics, and concepts of program design, for students with a basic course in Fortran as background.
The mathematics component of the undergraduate curriculum in computer science (Panel Discussion)
Authors: Ralston Anthony , Chrisman Carol , Jehn Lawrence A. , Poirier Charles P. , Del Vecchio Donald J. , Archibald Julius A.
Published: July 2004

Given the simple fact that mathematics forms the foundation of computing, mathematics must play a meaningful role in the computer science program. This meaningful role, however, must be substantially less, in content, than a second major. We must avoid the extreme of little or no mathematics in the curriculum. We must, at the same time, avoid the excess of too much mathematics.

The need for restraint becomes most obvious when we recognize that the ideal liberal arts program should be approximately one-third for a major, one-third for a broad “liberal arts” component, and one-third for free electives. A curriculum including all of the mathematics suggested in “Curriculum-68”, all of the computer science now needed by an individual wishing to devote his or her post-baccalaureate life to computing, and a minimal number of necessary cognates from other disciplines, would strain the traditional concept of the conventional four-year liberal arts degree. Thus, the only alternatives to moderation in the mathematics component are moderation in the major itself (unthinkable), extension of the curriculum to five or more years, and/or conversion of the curriculum to a professional degree, i.e., an engineering degree.
A machine independent assembler course
Authors: Shub Charles M.
Published: July 2004

The development over the years of a topical outline and course notes for a second course in Computer Science is described. The adaption of this courseware to several machines and several textbooks is chronicled. An experiment in using the material to teach a truly machine independent course in assembly programming and machine organization is described. Results of the successful experiment are presented. The newest course is related to the new A.C.M. Curriculum. Conclusions are drawn.
Teaching software engineering in the adult education environment
Authors: Jacobs Steven M.
Published: July 2004

Teaching the evolving subject of software engineering has only recently been explored in the literature within the last five years. In a university-level, evening school environment, problems in the area of software engineering education arise due to 1) the quantity and approach of introducing software engineering concepts and 2) the background and motivation of the students. Working adults can be introduced to the components of the software life-cycle by a careful selection of reading assignments, lectures, discussion, and a team programming project. This paper addresses the problems associated with software engineering in adult education and presents a working solution.
Computer science—too many students, too many majors (Panel Discussion)
Authors: Williams Kenneth L. , Danhoff Kenneth , Korfhage Robert , Alanen Jack , Gibbs Norman
Published: July 2004

During the last decade enrollments in computer science courses have increased dramatically. Classes are very large and faculty members are nearly impossible to recruit. The “seller's” job market has contributed to both of these problems and universities must deal with the problems of too many students and too many majors.

The panelists have been asked to address the following questions:

1) How large should classes be at the upper and lower levels?

2) Does everyone have a birthright to be a computer scientist?

3) Are there reasonable ways to limit enrollments?

4) Are we pleased with the quality of the average undergraduate computer science graduate?

5) Have academic standards declined because of large enrollments?

Although the panelists do not have solutions to all of these problems we feel that it is important to identify them and discuss what sorts of alternatives have been tired. It is expected that about one-half of the session's time will be devoted to audience interaction.
Breadth or depth in introductory computer courses
Authors: Stoddard Spotswood D. , Leeper Robert R.
Published: July 2004

These are the results of an experiment begun in 1978 to compare two sequences of introductory computer courses which differ by their approaches of breadth or depth. Statistical analysis of the results is presented which indicates the depth approach sometimes, but not always, has the advantage.
A senior project course in a computer and information science department
Authors: Baltrush Michael A.
Published: July 2004

The faculty and student viewpoints of the senior project course in the core curriculum of the Computer and Information Science Department at NJIT are presented. Each viewpoint is examined along with its impact on the mechanics of the course. The changes in course mechanics are related to the growing student population in the Department.
Computer science in industry (Panel Discussion)
Authors: Bredt Tom , Lobb Charles , Dale Nell B. , Nahouraii Ez
Published: July 2004

The first three panelists will give a short presentation on the computer science education program at their location covering the purpose of the programs, its goals, the curriculum, the instruction methods, and their experience with the program.

The fourth panelist will then discuss industrial education programs from the perspective of having participanted in them as an instructor.

A general discussion will follow the formal presentations.
An investigation of computer literacy as a function of attitude
Authors: Wilson J. D. , Trenary R. G.
Published: July 2004

A survey fo first and second year university students reveals the acceptance of a number of misconceptions about computers and computer applications, some on which indicate the presence of negative attitudes. A statistical analysis of the survey supports the proposition that previous computer experience is not always a corrective for unreasonable or even hostile attitudes. It is claimed that the achievement of computer literacy (in the sense of technical expertise) is possible for some populations only after attitudinal corrections, and that, in general, the strategy for achieving such corrections is dependent upon population characteristics.
Teaching relational database concepts in a university environment
Authors: Osborn Sylvia
Published: July 2004

A relational algebra database system written by students to be used by students is described. Its use in database management courses and as a basis for other student projects is discussed.
Teaching Database design through an Entity-Relationship approach
Authors: Chrisman C.
Published: July 2004

This paper will describe how the Entity-Relationship approach is used in teaching an advanced Database course at Northern Illinois University. The Entity-Relationship approach provides a framework for the course to study basic issues in Database design and implementations in the major commercial Database Management Systems.
A project-unified software engineering course sequence
Authors: Collofello James S. , Woodfield Scott N.
Published: July 2004

In this paper a sequence of software engineering courses based upon the software life cycle and integrated by a single, medium-size project will be described in detail. The courses will be presented from an educational point of view, emphasizing the topics covered as well as the logistics of teaching the courses. A comparison of these courses to other software engineering courses existing in university curricula will also be presented. The potential advantages for faculty, students, and the research community of this type of course sequence will also be enumerated.
Summer high school computer workshop
Authors: Jones Gerald A.
Published: July 2004

Although the use of computers in secondary schools is rapidly increasing, there still remain many schools (particularly the smaller rural schools) which have no computer access suitable for classroom instruction. Providing educational opportunities in computers for students from these schools is a need which often can be easily filled by the university. The Computer Science Department at Bowling Green State University has offered a week-long computer summer workshop for the past five summers aimed at filling this need. The workshops have been very successful, introducing the world of computers to many talented area high schoolers who would not otherwise have had the opportunity. As the use of computers in the secondary schools increases and changes, the role of this workshop will also change, but there will always be a need for special learning opportunities, such as this workshop, which the university can provide to supplement the computer education in the secondary schools.
Twelve ways to improve cooperation with the Computer Center
Authors: Hassler Ardoth A.
Published: July 2004

Cooperation between the Computer Center and faculty is necessary for the continuance of programs in Computer Science. Enumerated here are twelve ways that cooperation between the Computer Center and faculty can contribute to a computer science education from the perspective of Computer Center staff.
Integration of design and programming methodology into beginning computer science courses
Authors: Gabrini Philippe
Published: July 2004

Much has already been written on beginning computer science courses; but what has been written has been about how to present programming concepts to students who are new to computer science, about structured programming and GOTO-less programming as well as about the contents of those beginning courses. Design and programming methodology is usually left for a specific course given to junior or senior students. Even though structured programming and some approaches to problem solving are taught, very often methodology is ignored or barely mentioned. And when students do take a course on systems design, the view of methodology they get is obscured by the usually bad habits they have developed during their studies and in their programming projects. This has left the universities open to criticism by industry for not producing people ready for work, or for producing people with bad working habits who have a hard time adjusting to the standards of established organizations. Efforts to remedy that problem have been sporadic, some teachers did introduce methodology in a beginning course, but only to see their efforts reduced to nothing for lack of follow-up.

An experiment to integrate methodology into beginning courses has been made at UQAM where the number of computer science students (more than 900 students in two computer science programs) has made it absolutely necessary to give people good working habits so that the scarce computer resources are used in the most efficient way.
On students presenting technical material to non-technical audiences in a computer science curriculum
Authors: Mein Wm J.
Published: July 2004

Much attention has been given regarding the lack of writing ability of our graduating students. Many of these same students cannot make reasonable oral presentations of predominantely technical material to peers, graduate students, or faculty much less to an audience consisting of mostly non-technical (lay) persons. This paper examines one such attempt to do so for twenty undergraduate students in a computer science curriculum. The reactions of the presenters as well as those of the audiences are given.
A systems approach to the introductory course in information systems
Authors: Adams David R. , Leigh William
Published: July 2004

Introductory courses in information systems are typically taught as computer “literacy” courses; in computer science they are oriented to “algorithm development”. The course described in this paper is concerned with providing the student with facility in the top-down development of hierarchically related systems of programs to be used in a business context. It is considered critical to orient students to this conceptual approach early on in their professional education. The course has been offered for four terms and has been well received by students and valuable for continued educational development in later courses in the curriculum.
Development of a systems analysis and design course
Authors: Golden Donald G.
Published: July 2004

Cleveland State University is an urban university, with the Department of Computer and Information Science residing in the College of Business Administration. The major objective of the department's curriculum is to educate students for productive roles in industry, primarily in the development and implementation of business information systems. Several years ago, critical comments from both the business community and the students themselves gave strong indication that the courses in systems analysis and design were not fulfilling this objective. Not only were the courses not teaching state of the art techniques, they tended to vary in content considerably from quarter to quarter, depending on the instructor.

The subject “systems analysis and design” covers a wide variety of material, far too much to be dealt with comprehensively in any reasonable time span. It was felt that the objectives for the courses could best be met by concentrating on structured analysis and design methodologies (particularly as they applied to the development of business information systems for computers), and by establishing well-defined syllabi for the courses. The material was divided into two courses, the first covering analysis and the second covering design.
A five course sequence for Information Systems
Authors: Barrett Robert A.
Published: July 2004

The organization and outline for the Information Systems in the Computer Science program is shown. The interfaces between the course sequence for Information Systems and the courses in Computer Science are shown. How the sequence meets the ACM standards for Information Systems are also shown. The methods and approaches to teaching the five course sequence is also shown. The Information Systems option is very important in our university setting where almost all of our graduates at the two year level go directly to the work place and then continue their education on a part-time basis for their four-year degree.
A systems analysis & design course sequence
Authors: Goroff Iza
Published: July 2004

The University of Wisconsin-Whitewater's Management Computer Systems (MCS) Major
1
includes a two course sequence, Systems Analysis and Design 1 and Systems Analysis and Design 2. In the ACM Information Systems Curriculum
2
there is also a two course sequence in systems analysis and design. The managers of information systems departments who hire our graduates frequently express the opinion that this sequence is especially important.

The progression of the courses begins with three weeks of 100% “theory” with artificial homework assignments before the students are assigned their projects. From the fourth week of the first course to almost the end of the second course the projects are carried through the successive phases of the systems development life cycle. The overall balance between theory and project is evenwith the theory coming earlier so as to illuminate the practice which follows.
Validation of a model for predicting aptitude for introductory computing
Authors: Glorfeld Louis W. , Fowler George C.
Published: July 2004

A double cross-validation design was used to assess the practical predictive value of a logistic classification model developed to predict “high and low aptitude” for introductory computing. The validation study showed that the model would have a predictive accuracy of approximately 75% in actual application. The model variables were checked by formal hypotheses tests. The results of the study indicated that the classification model would be a useful tool for counseling and formation of “high and low aptitude” lecture sections in introductory computing.
Computer science in the Air Force Academy core curriculum
Authors: Krause Kenneth L. , Sampsell Robert E. , Grier Samuel L.
Published: July 2004

At last year's SIGCSE Technical Symposium on Computer Science Education, we were struck by three things. First, many people were struggling with how to best teach introductory computer science to a population that is predominantly not potential computer science majors (1). Second, there is great value in the exchange of information about how we are attacking the problem, why we chose this path, and how we feel it's working (2). Third, motivation is a key element in learning (3). Many things we heard last year acted as a catalyst for us to make some changes in the core computer science course (Comp Sci 100) at the Air Force Academy. In this paper, we discuss these changes and offer a candid, but preliminary, evaluation of our success in serving the needs of a large and diverse student population.
Selecting the “right” programming language
Authors: Tharp Alan L.
Published: July 2004

With the diversity of high-level programming languages available, selecting the “right” one for a computer science curriculum or course can be a befuddling process. For a multitude of reasons, such as the manner in which students approach problems to the utilization of scarce computing resources, the ramifications of a decision on the choice of a programming language are significant throughout a computer science curriculum. The purpose of this paper is to provide information relevant to the selection process. Particular attention is given to COBOL, FORTRAN, Pascal, PL-1, and Snobol; both qualitative and quantitative factors are considered. The quantitative results were obtained from processing a binary tree insertion and retrieval algorithm in each language. The machine resources used for this algorithm are given for both interpreter and compiler versions of translators for each language.
Faculty (Panel Discussion)
Authors: Beidler John , Gorgone John T.
Published: July 2004

Why is it so difficult to attract computer science and information systems professionals to academic departments? Why is it so difficult to retain faculty? What does it take to recruit qualified faculty? Can faculty from other areas be retrained and utilized? The purpose of this panel is to discuss these issues and to suggest some possible solutions to these problems.
The educational issues confronting Ada (Panel Discussion)
Authors: Hart Hal , Mall Vance , Miller Phil , Wegner Peter , Booch Grady
Published: July 2004

Sponsored by the Department of Defense, Ada is a programming language that embodies and enforces many modern software methodologies. Thus, the introduction of the language gives the opportunity for improvements in software reliability, maintainability, and clarity. Ada also offers some unique educational challenges and opportunities, so this panel will focus on some of the requirements for industrial, graduate, and undergraduate Ada education. In particular, the panel will explore different teaching methodologies, and will share their experiences in teaching the language.

Each panelist is actively involved in the Ada program, and has contributed to the development of an educational strategy for the Ada Joint Program Office.
Productivity expectations in the level of COBOL programming for business (Panel Discussion)
Authors: Benjamin James E. , Leeson Marjorie , Linderman James , Schrage John F.
Published: July 2004

The key to almost every business-oriented computer program is the sequence of programming courses in the major language utilized in that geographic area. The overall major language, based on almost every computer survey, has been COBOL. With the availability of COBOL on micro-computers that utilization will probably increase. With the industry concerns on the depth of programming knowledge of graduates, the major programming sequence should be at a level consistent with the needs of the business/industry served.
Computer science approval/accreditation (Panel Discussion)
Authors: Frederick Terry J. , MacLeod William J. , Kniefel David R. , Stokes Gordon E. , Dalphin John F.
Published: July 2004

A formal proposal for the establishment of an
approval mechanism
is being developed for presentation to the ACM Executive Committee in February, 1982. Some preliminary components of this proposal are:

—A year long study during which materials will be developed, trial visits conducted, and approval parameters identified;

—A volunteer based structure within ACM which will grow to the final body responsible for approving programs;

—Initial funding to be sought from outside agencies to initiate the approval mechanism which will eventually be self-supporting.

These and related items will be discussed by the panel.
Group learning techniques (Tutorial Sessions)
Authors: Parslow R. D.
Published: July 2004

This tutorial is concerned with a method of organizing undergraduate computer science courses, in which the students collaborate in small groups.

Effectively this breaks up a large class into a number of independent small groups and changes the role of the teacher from a director to a 'consultant.'

The teacher has to provide a series of discussion papers for the groups, each including a problem to be solved. The group is expected to investigate the topic, produce an exact specification of the problem, provide an algorithm to solve the problem, an implementation of the algorithm, and documentation including a discussion of implications and generalizations.

This form of peer instruction has improved performance of both the better and the poorer students, and plagiarism is no longer a problem. (Students who do not do their share of the work are liable to be excluded by their group.) They also investigate topics with much greater thoroughness and appear to obtain a deeper understanding. The group experience is valuable training for working on projects in industry.

The tutorial will outline how to organize such a course and will discuss case studies.
ASAP
Authors: Morgan Howard L. , Kinard James C.
Published: July 2004

Because large file processing applications are the dominant activity on computers today, it has been a surprise that computer science departments, and particularly schools of business, have been so lax in the attention given to the subject. It is still true that most students receive training in languages such as FORTRAN and BASIC, which must certainly color their opinion of the ability and purpose of computers. Surely few of us would expect a person who is going to be employed in commercial computing to be primarily concerned with the programming of calculations. Rather, what that person will end up doing is requesting and examining information stored in a relatively large data base. It is our contention that such people can be trained in a manner which is directly transferrable to problems in large file processing. Moreover, with this training as the first introduction to computing, one can place computational algorithm languages in their proper context in the commercial world. The ASAP information processing software system, developed by one of us (Morgan) along with Professors Richard Conway and William Maxwell at Cornell University, is a tool for this training. (This software system has been described in the
Computing Newsletter for Schools of Business
, Daniel Couger, Editor, under the title “Data Management System Available for Instructional Use.”)

The emergence of the generalized data base management systems (GDBMS) over the past few years has clearly been one of the most significant developments in administrative data processing. These systems had their origins in the report generators and statistical packages of the mid-sixties, but are not logically complete—they are capable of creating and maintaining a relatively sophisticated data base, as well as selectively retrieving and updating information in that data base. Well over a thousand computing installations have now got more than fifty of these systems running (see the article by T. William Olle, “Data Base Management Systems'”, in
Datamation
, 15 November 1970).
Dynamic instructional models of computer organizations and programming languages
Authors: Schweppe Earl J.
Published: July 2004

Although there has been much progress over the years, students learning computer organizations and programming languages are usually still working with the computer through several layers of confusion and delay. Highly responsive interactive computer systems have recently become available which make it possible to create dynamic instructional models of computer organizations and programming languages. With proper development of these systems, such models can economically be used to give the student a more vivid experience with the computing machine and a more vital means of learning to program. Models of computer organization can allow the student to “see” the inner workings of a computing machine as it executes an instruction or a program which has been entered mnemonically at the assembly language level. Models of higher level programming languages can provide the student with constant “help” by presenting alternatives, checking acceptability of inputs, supplying amplifications of correct inputs, displaying syntactic structures to be completed, and prompting him as necessary at any point. Such models should also help provide a more productive environment for accomplished programmers to develop and debug programs. Exploratory models of each of these types have been implemented on a small interactive computer system to demonstrate these techniques.
Computer education in two-year institutions
Authors: Cable Frank
Published: July 2004

This is a personal opinion paper, loaded with obvious prejudices and unsupported charges and claims. As such, it is more fitting that it be presented at Union Square to a convention of rabble-rousers than as an argument to the SIGCSE.

The positions may be personal and biased, but they are deeply and dearly held by the author (a very sensitive soul) and were acquired over many years of creating the ills he is now trying to dis-own. It is also important to note that these views are not shared throughout his department and certainly not throughout his university.
The training of teachers in the use of computers in the classroom
Authors: McGinley Pamela R. E.
Published: July 2004

The ever increasing use of computers for school administrative and instructional programs poses a continuing challenge for educators. School personnel and students need an intelligent understanding of the computer and its advantages in order to best utilize its potential. Recognition of this need has brought about various agencies and commercial groups offering courses that give the administrators and teachers this knowledge. The main differences of the approach presented here vs. the usual university course is that it might be best taught by a team of outside consultants with expertise. Besides their specialized training, it often works out to be the least costly in the long run.
Discrete structures in the undergraduate computer science curriculum
Authors: Engel G. L. , Jones N. D.
Published: July 2004

A course in discrete mathematical structures has been included as a necessary component of a program in all major curriculum studies in computer science. This paper discusses this type of course with respect to problems encountered in its implementation due to its central position in the curriculum. Recommendations are made regarding the level, content, and handling of the course, based on several years' experience in teaching the material.
New directions in teaching the fundamentals of computer science — discrete structures and computational analysis
Authors: Yeh Raymond T. , Good Donald I. , Musser David R.
Published: July 2004

Since the publication of the
Curriculum 68
report of the ACM Committee [CUR 68], undergraduate computer science programs have undergone substantial changes. Notably, many courses previously taught at the graduate level have shifted down to the undergraduate level; new areas have developed and consolidated but were not covered by the ACM report. These facts make it necessary to revise and update the
Curriculum 68
report. An important factor which could help the revision is the actual experience gained through the development of many new undergraduate computer science programs since the publication of
Curriculum 68
report five years ago. More specifically, most recommendations of the ACM report contain just the subject areas to be taught. The actual teaching experiences of these courses have formulated certain basic philosophies and formats of presentation. It is helpful, in our opinion, to compare the merits of these philosophies and formats of presentation.

In this paper, we shall discuss the basic philosophies and formats of presentation of two undergraduate computer science courses—Introduction to Discrete Structures, and Computational Analysis. The former coincides with the B3 course of the
Curriculum 68
report; the latter is a new course not covered by the ACM report.
An M.S. program in computer science
Authors: Helkanoff M. A.
Published: July 2004

The present paper describes and discusses a proposed M.S. program in Computer Science prepared by the author for the New Curriculum Committee in Computer Science. Although the paper includes many suggestions and comments made by members of the committee, it still does not necessarily represent a final version of the proposed program, and, indeed, one of the motivations for including it at this SIGCSE symposium is to elicit further comments and suggestions.
An integrated [two- and four- year] curriculum in information processing at a state technical college
Authors: Highland Harold Joseph , Thompson Charles B.
Published: July 2004

This paper is a report of one effort to develop a new curriculum in information processing to provide for:

[1] a two-year program, which can be integrated into

[2] a four-year program at our College, and simultaneously

[3] articulate the transfer of graduates from neighboring community colleges into the upper division permitting the full transfer of 64 college credits.
The computer science M.S. graduate
Authors: Gotterer Malcolm H. , Barnes Bruce H.
Published: July 2004

In this paper we discuss a survey recently completed of graduates of Penn State who earned the M.S. in Computer Science degree. The purpose of this survey was to permit an evaluation of the effectiveness of the curriculum in preparing students to meet the job requirements of their employers. Of equal importance was the former student's evaluation of the program after having had a period in which to reflect. In this paper we report some of the more important findings of the survey.
A machine independent course in processor organization and assembler language programming
Authors: Beidler John A.
Published: July 2004

Over the past three years the University of Scranton has been developing a computer science program. Since we could not hope to obtain the type of equipment, fast processors and compilers which many of the larger schools have, we developed several “canned programs” which could accept and act upon student input and give the student some degree of experience with computers which are not within our financial means.

The heart of this development was a simulator we refer to as the SLIC (
S
cranton's
L
ittle
I
nstructional
C
omputer) processor. We feel this simulator has a different purpose for its existence than some of the others which have been developed. The original purpose and the one on which we are concentrating in this paper was to give students some practical programming experience on “computers” which have different addressing schemes. We feel SLIC met this original purpose with great success. Its most important contribution to date is in the development of our course in Processor Organization and Assembler Programming. In making this course SLIC dependent, we believe we made it machine independent and as a result we feel we give our students a “feel” for computing which transcends the machine we have on campus.
A course in minicomputer systems
Authors: Marsland T. A. , Tartar J.
Published: July 2004

The study of minicomputer systems in a laboratory environment has been considered by both Electrical Engineering [1], and Computer Science [2] departments. In a summary of the COSINE Committee report on Digital Laboratories, Booth [1] points out that since minicomputers are becoming an integral part of many industrial systems, it is mandatory that students be made aware of the principles of such systems. Further, Booth suggests that the best way to accomplish this is in a projects-oriented laboratory environment. We certainly agree with his statement that “A successfully completed project thus gives the student a sense of accomplishment that is hard to duplicate in any other educational situation.”
POPSS - a parametric operating system simulator
Authors: Walker Justin C. , Hughes Charles E.
Published: July 2004

In this paper we describe POPSS, an event driven simulator which is intended to simulate the activity of a computer system- hardware together with an operating system - as it processes a work-load. Input to the simulator is in the form of keyword parameters which are used for describing all three components - hardware, operating system, and workload.

POPSS is a simulator as opposed to a simulation language. It is designed to model the inner workings of a computer system in addition to yielding the results usually associated with simulation. The program is highly modular, consisting of some 45 subprograms. Of these, there are 22 modules, each of which represents an operating system component (or possibly a part of one such component). Included in POPSS are built-in replacement features to allow a user the capability of designing alternative resource allocation strategies. These features are in addition to the standard subprogram replacement automatically available through the use of FORTRAN IV.
A student-computer programming system for teaching graph and network theory
Authors: Honkanen Pentti A.
Published: July 2004

This paper describes a programming system used in the teaching of two Computer Science courses at The Pennsylvania State University (7). The courses are; an upper level undergraduate-beginning graduate level course in graph theory, and a graduate level course in the theory of graphs and networks. As can be ascertained from the description of these courses they are not primarily what would normally be called programming courses. However, since they are computer science courses they do stress the computational aspects of graph and network theory and analysis. Past experiences have indicated that if a computational problem of any reasonable complexity is assigned in class the majority of the students focus an inordinate amount of their energies to the programming problems, and consequently fail to grasp the significant features of the theoretical problems involved. In addition, since graph and network theory encompasses not only computer science, but engineering and physical, and to a lesser extent, the social sciences, many of these students would be unduly burdened by writing many rather complex programs. On the other hand, teaching the computational aspects of graph theory without doing some programming is equally ludicrous. Thus, a default type solution of assigning two or three problems from a narrow set of problems was rapidly becoming an undesirable solution to this dilema. It was at this point that the concept of a dynamically growing programming system, as described in this paper, began to formulate itself.
Machine generation of assignments for a mass education introductory programming course
Authors: Weiner Leonard H.
Published: July 2004

In any classroom, students vary in their background and aptitudes. It has long been recognized [6] that, ideally, each student should receive instruction and assignments geared to his own particular ability to perform: Weaker students should receive additional instruction and less demanding assignments; stronger students should be challenged by more complex or thought-provoking problems. In practice, however, many classes, especially in the introductory courses, have too many students for the instructor to provide such individualized attention. The slower students must struggle, often without much success, to keep up with the others, while some of the brighter ones become bored by it all.
A profile of today`s computer literacy student
Authors: Martin Jean Buddington , Martin Kenneth E.
Published: July 2004

What are the opinions and biases of students entering this course today? What do these students think they know, what do they think they should be learning? Have their opinions been altered by the technological and software trends? Do younger and older students have similar or markedly differing views and computer experiences. Can the needs of the students be met by such courses, or are the students actually more technologically literate than we believe? Noting the changes that have taken place over the last three or four years in the literacy course, the authors prepared a survey that was completed by all the students in two universities (317 students) during the first class of the fall 1985 semester. The results of that survey are the basis of this paper.
Adapting not adopting a curriculum
Authors: Villegas Alonso
Published: July 2004

This paper presents the background of computer science programs in the Dominican Republic and show how the curriculum at Universidad Catolica Madre y Maestra was chosen.
A computer science courseware factory
Authors: Barnes G. Michael , Hsu R. , Hsu N. , Sun T. , Nguyen T. , Haus G. , Smith P. D.
Published: July 2004

A model for computer science courseware development within universities is proposed. This model asserts that masters level graduate and undergraduate students are a valuable software development resource that can be utilized to design, prototype, field test, and refine quality courseware. To support this contention four prototype courseware packages are used to briefly describe the Visible Algorithms project at Northridge. These packages provide tutorials on, and graphic animations of: linked list, binary tree, B-tree, and memory management algorithms.