bluuebunny/crossref_metadata_2025 huggingface dataset:
Educating the working computer scientist(A survey and analysis)
Authors: Danielson Ronald L.
Published: July 2004

Due to the strong job market for recipients of Bachelor of Computer Science degrees, fewer graduates are immediately continuing with post-graduate education. These individuals will experience a need for graduate education later, at a time when they are less able to attend school on a full-time basis. This will lead to an increasing demand for part-time graduate programs, especially near centers of computer technology. This paper reports the results of an informal survey of
existing part-time degree-granting graduate programs
in computer science. Topics discussed include program format, student enrollment, source of faculty, and characteristics of students.
Experiences with a continuing education seminar
Authors: Leigh William E.
Published: July 2004

An ongoing, evening seminar concerning the selection and use of computers in small business is described. The factors affecting the attendee response to each of the four offerings and the course format as currently evolved are discussed.
The feasibility of personal computers as an only computer resource for a computer science program
Authors: Goldbogen Geof , Williams G. H.
Published: July 2004

This paper reports on the experiences at Union University in using a mini-computer based time-sharing facility versus a loosely-coupled micro-computer based facility. These two facilities are the only computer resources used by two disjoint academic populations. Comparisons are drawn on acquisition costs, staffing, and operating costs. The micro-computer system is an inexpensive, viable alternative.
Classroom presentation of dynamic events using Hypertext
Authors: Ward Darrell L. , Irby Tom C.
Published: July 2004

Problems associated with classroom presentation of dynamic events and associated concepts are developed. The use of Hypertext as a tool for enhancing the learning process with respect to such dynamic events is introduced. The in-class application of this tool is illustrated in two different areas of Computer Science, Introduction to Problem Solving and Data Structures. The advantages of instructor use of the Hypertext tool is summarized and areas of additional work are delineated.
Design of a microcomputer laboratory for teaching computer science
Authors: Weaver Alfred C.
Published: July 2004

On the premise that many of the fundamental concepts of computer science can be better taught in a hands-on, dedicated computing environment (i.e., a microcomputer), as opposed to a large multi-purpose system in which the student is insulated from the machine by multiple layers of operating system software, we have developed a microcomputer-based lecture/lab course to teach CPU organization, digital computer architecture, and assembly language programming as a third undergraduate course in computer science. By beginning with simple machine organizations and simple assembly languages, and later on making a transition toward more complex architectures and languages, the transfer of knowledge and experience is positive at every step. The same laboratory also supports a graduate course in microcomputer systems design which teaches hardware technology, component specification, operating system design, hardware/software tradeoffs, and practical applications such as process control. This paper outlines the motivation and justification for the project, and then discusses the actual design of these courses and their supporting laboratory.

This project is supported in part by two grants from the National Science Foundation: SER-7915929 for the acquisition of the microcomputer equipment and SER-8000802 for the development of the undergraduate course material.
Microcomputers for non-professionals
Authors: Tomek Ivan , Brehaut Wayne
Published: July 2004

Microcomputers are beginning to invade the lives of non-professionals. In the near future most people will be using them for entertainment and education both at home and in school. Undoubtedly many of them will soon discover that one of the main attractions of computers is the programming of them. This development is going to occur sooner if the programming environment is appropriate for non-professional users. In order for this to be a positive development from the point of view of professionals the environment must satisfy appropriately defined specifications. This presentation attempts to outline some of the basic desirable features of the non-professional user's environment. It then shows the implications of this specification for one of the essential components of these environments, the definition, translation, and run-time implementation of the preferred programming language. It is postulated that if the environment is defined to “optimally” reflect user's needs and professional's insights it will be accepted by the general public.
Why co-op in computer science? (Panel Discussion)
Authors: Halladay H. R. , Hendin Rich , Weller Roberta , Cunningham T. C. , Mitchell William
Published: July 2004

To encourage Computer Science programs not in the co-op tradition (most are probably in Arts and Science Colleges) to once again consider the benefits of establishing such a program. It gives specific corporations more than an abstract reason for assisting computer science programs in any of the various ways which have been suggested (financial contributions, sharing staff, faculty interns, etc.).

Cooperative education for computer science majors is beneficial for the students, the employers, and the schools.
A data communications course for information systems majors
Authors: Perry James T. , Sondak Norman E.
Published: July 2004

Information Systems is a rapidly growing, fully recognized profession which will continue to expand. Currently, the need for people with a solid foundation in information systems far exceeds the supply; this is well documented in a number of recent articles. For an information systems degree program to remain viable, however, it must be reevaluated periodically to ensure that the course offerings are both current with respect to the available technology, and of real value to the student who will be applying his acquired skills and knowledge in industry, government, or university. One topic area of information systems which has been, largely, ignored until recently is data communications. This field has been recognized as a valuable tool to our students; therefore, it has been included as one of the core requirements for our undergraduates. This course stresses the management information systems aspects of data communications. The pedagogical objectives of the course are that the student be able to analyze, design, implement, and evaluate data communications applications in a business system environment. The structure and content of such a data communications course is presented. Sufficient detail is given so that similar courses can be adapted to fit into a computer science curriculum, with slight changes in emphasis, or incorporated directly into an existing information systems program.
Critique and evaluation of the Cal Poly/DPMA model curriculum for computer information systems
Authors: Mitchell William , Westfall James
Published: July 2004

The authors have been intimate observers of a significant movement within computer education. This paper presents a history of this curriculum project and an assessment of its future influence. The forces which mandate the focus of attention in the area of data processing education are identified and the nature of the response evoked from this project is analyzed. The paper reveals the need for a better understanding of curriculum development enterprises, and the necessity to promote greater cooperation both within the academic community and within the computer industry to insure that useful curriculum materials will emerge.
The UW-Whitewater management computer systems program
Authors: Gerlach Jacob , Goroff Iza
Published: July 2004

Employers of students trained in computer science and data processing fall largely in three categories: manufacturers of computer equipment, software houses, and finally end users of the computers. Of these categories, most employment opportunities are in the third category, the end user.

For each employer there is a range of positions from systems programmer to applications programmer to business systems analyst. Figure 1 shows the organization chart of a medium sized systems and data processing area in a company that manufactures consumer products. Of the sixty five positions which would require a degree in computer science or data processing, in at most seven (perhaps only two) of these positions would the traditional computer science graduate be preferred (if the employer had a choice).

At the University of Wisconsin-Whitewater our program is aimed at the large number of positions where a business background is helpful. In addition to introductory programming we require three programming courses, two analysis and design courses, a course in hardware and software selection and a course including data base management. In addition, all students must have at least 15 hours of business courses including two accounting courses and a management course. Our graduates have the technical ability to be good programmers and/or systems analysts, and they have the business background so that they can talk to users in the users own language.

In developing the major the faculty consulted outside business computing managers and the ACM Information Systems Curriculum
1
. Many of the courses in the major are very close to those specified in the ACM curriculum.
A modular introductory computer science course
Authors: Dershem Herbert L.
Published: July 2004

The structure of a modular introductory course in Computer Science is described. Two types of modules are offered, lecture and language, over three time periods. Students enrolled for the course complete three lecture and three language modules. Each student chooses modules which match his or her interests and background. In this way the course provides a useful alternative for all students on campus.
A foundations course for a developing computer science program
Authors: Benard Mark
Published: July 2004

This paper discusses a course, referred to as Foundations, which has been used to partially satisfy the need for a broad program in computer science in a situation where staffing is limited. This course was introduced at Tulane University in 1974 and was taught until recently when a full-fledged major program was established.
Natural Language Processing in the undergraduate curriculum
Authors: Fosberg Mary Dee Harris
Published: July 2004

The course, Natural Language Processing, is an upper-level course for computer science majors. The pre-requisites include Survey of Programming Languages and Data Structures, so most students have at least 21 hours of Computer Science. Because the course is only offered every two years, many students will have taken more than 21 hours. The course is organized into four primary sections: text processing, sentence generation, sentence analysis, and case studies.
Test construction and administration strategies for large introductory courses
Authors: Denenberg Stewart A.
Published: July 2004

Large introductory courses in computer science make test construction and administration a particularly difficult problem for the instructor. Multiple-choice computer-graded tests can be used to alleviate this problem by testing not only in the knowledge areas of history, hardware, software and applications but in the area of programming skills as well. Several illustrations of the type of multiple-choice question that can be used to test the skills of 1) Reading a Flowchart 2) Reading a Program 3) Converting a Flowchart to a Program and 4) Writing a Program are given and are discussed in terms of their effectiveness. Practical issues of test administration such as the pre-plan, open vs closed-book, cheating and grading are also discussed. The paper attempts to mildly formalize a shadowy area of computer science that has heretofore existed primarily as folklore and hearsay.
Teaching problem solving in an introductory computer science class
Authors: Riley David D.
Published: July 2004

This paper deals the difficulties of teaching problem solving in an introductory level computer science course where the majority of students are not computer science majors. An approach is suggested using top-down design techniques. The specific pseudo language, problem definition form, and design procedure taught in this course are described.
A method for teaching programming
Authors: Smith Jeffrey W.
Published: July 2004

A classroom method for programming instruction which emphasizes the evolution of correct algorithms by try, test, repeat is presented. The method is simple, reasonably obvious, and serves to illustrate many of the concepts of introductory programming. No special equipment or background is needed.

The objective of the introductory programming course is the introduction of the concepts and techniques of programming to the uninitiated.

As the presentation will attempt to make clear, this method relies on demonstration, teaching-by-example, intuition, and reasonableness. The goal is the presentation of algorithms and the associated techniques and concepts as they influence and abet the design processes so vital to programming.
Computing education for secondary school teachers
Authors: Hwang C. Jinshong , Kulm Gerald , Wheatley Grayson H.
Published: July 2004

The proposed program will establish a Computer Education Institute for computing, mathematics, and science teachers and supervisors in grade 7 to 12. The goals of the program are to: (1) provide teachers with a knowledge of programming in BASIC, and conceptual foundations of computer programming, (2) inform teachers of the variety of uses of computers in teaching science and mathematics, (3) provide an opportunity to observe and interact with youngsters as they learn to program, (4) establish a focus for teachers' future needs in computer education through contact with qualified scientists, and (5) develop and update teachers' knowledge about computers in society.

The objectives will be accomplished through enrollment during a six-week summer session in a Structured Programming seminar and a Computer Education seminar. Intensive practice in a computer lab will develop programming skills.

During the fall semester, four Guest Speaker Seminars will be held to provide nationally recognized experts as a resource. These meetings will also provide the program participants an opportunity to discuss their own implementation progress with the Institute staff.
A local computer network simulation
Authors: McCoy John M. , French Stewart L. , Abnous Razmik , Niccolai M. J.
Published: July 2004

Computer Networks are an important part of our society and they are quickly becoming an integral part of computer science basic curriculum. This paper describes the development of a computer simulation model for a local computer network and its use as a viable tool in computer science education.
A software engineering approach to first year computer science courses
Authors: Ford Gary
Published: July 2004

The first year computer science sequence at Arizona State University is described. These courses have a software engineering emphasis, with students introduced to the tools and techniques of high quality software development. Students are given the opportunity to apply these techniques to all phases of the software life cycle.
A summer course for gifted high school students
Authors: Gersting Judith L.
Published: July 2004

This paper describes a project conducted during the summer of 1981 at the University of Central Florida. Through the Governor's Office of the State of Florida, funds were identified for several state universities to support gifted high school students in summer programs. Such Governor's Programs for gifted students have been done in a number of other states before, most notably Virginia (see [1] and [2]), but this was only the second such program in the State of Florida, and the first at the University of Central Florida. High school students were selected from the surrounding geographic area on the basis of high school grades, preliminary SAT scores, and teacher recommendations. The thirty or so students chosen all had excellent credentials. Students were rising seniors or juniors in high school, and the program lasted six weeks with the students housed in dormitories on campus.
Computer support for teaching large-enrollment courses
Authors: Dodrill William H.
Published: July 2004

Computing systems are particularly useful for teaching support of large-enrollment courses where essentially the same material is covered during successive course offerings. Described herein are the computer capabilities developed and used for teaching introductory computer science courses at West Virginia University. Capabilities include examination question data base creation and maintenance, automated examination preparation and grading, and student records handling.
A new instructional environment for beginning computer science students
Authors: Dale Nell , Orshalick David
Published: July 2004

At the Computer Science Conference in St. Louis in February, 1981, there were 34 job offers for each PhD and 12 for each Bachelors candidate.

These figures come as no surprise to those of us who teach undergraduate computer science courses. Where we once taught beginning classes of 30, we are performing before lecture sections of 250.

This short paper reports on an innovative introductory computer science course which attempts to make more productive use of faculty and teaching assistant time.
CMS at North Carolina State University
Authors: Deimel Lionel E.
Published: July 2004

The convenience of a time sharing system from the point of view of a computer science instructor is considered. Tools which may be helpful for course administration are described. The experience of the North Carolina State Computer Science Department with its IBM VM/CMS system is considered in detail and its strengths and weaknesses noted.
Introduction to computing VIA PSI
Authors: Richards Thomas C.
Published: July 2004

An introductory computer concepts course has been implemented using a Personalized System of Instruction. This experimental course is now in its fourth year of operation and is being taught on a regular basis. It makes use of textual materials, audio tapes and a detailed study guide as well as a novel telephone communication system.
BASICl—a simple computer to introduce computer organization and assembler language programming
Authors: Miller Donald S. , Millard Bruce R.
Published: July 2004

BASICl is a simple interactive assembler-loader/interpreter which has been used as an instructional tool for the introductory course in computer organization and assembler language programming offered by the Computer Science Department at Washington State University. Both “hardware” and software are organized so as to emphasize basic concepts and to eliminate the confusion which occurs when these concepts are first introduced surrounded by the myriad of machine and assembler language-dependent details of an actual computer system. BASIC1 a decimal machine, has a small single address instruction repertoire with a trace, dump, reasonable diagnostics and run time interactive debugging capability. An associated simulator, called TESTER serves to evaluate whether and how well the students' programs have worked.
Designing introductory computing assignments
Authors: McMillan William W.
Published: July 2004

The suggestions made here are based on experience as a consultant, writer, and educator at an academic computing center, and on some wellworn precepts of educational psychology. The goal is to convince instructors of introductory computing classes to apply to the design of computing assignments some principles they probably already use in teaching the main content of their courses.
An operating systems course using stand alone computers
Authors: Wiley Samuel J.
Published: July 2004

Curriculum '78 [3] describes a course in Operating Systems and Computer Architecture. In the course outline it is stated, “The laboratory for this course would ideally use a small computer where the students could actually implement sections of operating systems and have them fail without serious consequence to other users”. Also in the recommendations for the Software Engineering Subject Area [8], there is a description for two courses in Operating Systems and Architecture. These include suggested projects that could be implemented on a microcomputer system. In the Spring of 1981 an Operating Sytems Course offered at La Salle College used small, stand alone computers. This paper describes the content and motivation for this course.
A parser generator project for a compiler construction course
Authors: Remmers John H. , Vile Richard C.
Published: July 2004

A parser generator project for an introductory compiler construction course is described. It is argued that this type of term project is especially suitable for a one-semester course of this kind, provided its complexity is carefully controlled.
Introductory computer science courses
Authors: Bulgren William G. , Wetzel Gregory F.
Published: July 2004

Many colleges and universities offer an introductory computer science course based on a specific programming language. The Department of Computer Science at the University of Kansas has recently reorganized its introductory computer science course to include such topics as algorithms, top-down algorithmic design, elementary programming techniques, and introduction to time-sharing. Besides the discussion of this transition, the paper discusses a questionaire that was developed and utilized during this transition. It is hoped that others will benefit from our experiences.
The effect of team programming on student achievement in COBOL instruction
Authors: Miller Nancy Ellen , Petersen Charles Glenn
Published: July 2004

As a result of analyzing the art of computer program development, new skills are being suggested to improve programming efficiency. Two of these skills are the use of structured programming and the ability to work as a member of a team (Khailany and Saxon, 1978). The benefits gained from employing these skills in an educational setting (Cheney, 1977; Lemos, 1978; Weinberg, 1971) and in commercial areas (Baker and Mills, 1973; Schonberger and Franz, 1978) have been discussed in the literature.

Team programming involves the process of one's peers inspecting one's work for errors, ideas, and design methods in order to improve productivity and learning. The group technique is being applied to programming in industrial settings and is advocated for educational settings as one approach to improving programming.
Employment decisions by computer science faculty
Authors: Engel Gerald L. , Barnes Bruce H.
Published: July 2004

Over the past several years a great deal has been written, and even more said, regarding the crisis in employment of faculty in computer science departments (1,2,3,4,5). In order to obtain data regarding the magnitude of the problem, and reasons for it, the National Science Foundation, in the 1980-81 academic year conducted a survey of Ph.D. granting departments of computer science in the United States. This paper will present a summary of the results of the survey. Data obtained regarding the departments were consistent with that reported earlier by Hamblen (6,7), and Taulbee and Conte (8). Results of the survey regarding motivation for professional mobility were consistent with those reported by Eisenberg and Galanti (9) regarding the engineering disciplines.
A faculty development program
Authors: Harrow> Keith
Published: July 2004

The Computer and Information Science (CIS) Department at Brooklyn College is unable to use full-time CIS faculty for most sections of the introductory programming course. Instead of using adjuncts, the administration of the College would like to use full-time faculty from overstaffed departments to teach these courses. In an attempt to certify these people, the CIS Department launched a two part Faculty Development Program in the Summer of 1981. Program I was an intensive introduction to computing for those with no previous experience. Program II was designed to enable those with some previous computing experience to teach computer programming. Both programs were successful. The participants in Program I gained quite a bit of programming experience. Almost half of those in Program II have taught in the CIS Department in the Fall of 1981, with others planning to do so next year. Based in part on the information gathered from this model, the entire City University is offering a Faculty Development Program in computer science as well.
An accelerated program in computer science
Authors: Sharma Onkar P. , Behforooz Ali
Published: July 2004

This paper is in the nature of a preliminary report on a pilot project aimed at developing quality instructional materials in three basic areas of computer science (problem solving and programming, hardware and software) for presentation in a concentrated manner. A total of 162 90-minute (54 periods per area) class periods in a classroom environment and an equal amount of supervised workshop study are contemplated. It is expected that the project implementation would extend the capability of the computer science departments across the nation to offer a unique opportunity to students to earn a special minor in computer science and/or to prepare for entering a computer science graduate program - all in the shortest possible time. The courses were offered for the first time during the summer of 1981. The course outlines, the background of the participants and other details of the project are included in the paper.
The new Computer Science
Authors: Crosland A. , Codespoti D.
Published: July 2004

Requests from local industries led to the need for new curricula in Computer Science at the University of South Carolina at Spartanburg. The faculty discovered that the body of courses outlined in Curriculum 78 could be manipulated into alternative curricula, while leaving the standard ACM major intact. Indeed, the ACM curriculum includes exactly half of the “technical” courses required in the DPMA Model Curriculum. Thus, by using Curriculum 78 as a base, it is possible to implement a number of specialized degree programs without creating new courses and adding the new faculty required to teach them.
Josef, programming for everybody
Authors: Tomek Ivan
Published: July 2004

The author believes that everybody should be introduced to programming but that standard general purpose languages are not suitable for this purpose, mainly because they do not provide an environment offering natural problems. Another characteristic which makes them unsuitable for the purpose is that they are all more or less burdened by restrictions imposed by legitimate concerns of professional programmers with security and economical aspects of programming. This paper briefly considers the general features that a programming language intended for the introduction of an average non-programmer should have and describes some aspects of one such language developed by the author.
Defensive COBOL strategies
Authors: Linderman James Landon
Published: July 2004

This paper will focus on an approach to teaching a stylistic subset of COBOL in such a manner that students are equipped with the “safe” way to program from the outset, even if this means “hiding” some of the more “dangerous” features of the language from them until they can better cope with them. This approach places the highest priority on teaching techniques which go beyond effectiveness to the broader objectives of adaptability and continued effectiveness in the face of change.
A teacher/learner
Authors: Curran William S.
Published: July 2004

The present paper is a report on a program which was originally developed as a teaching device for courses in Artificial Intelligence, but which developed into a program which is an expert on the topic of Computer Science. As such it is used in the dual capacity of instruction in A/I and in introductory courses in Computer Science.
Computer science in a liberal arts environment
Authors: D'heedene Robert N.
Published: July 2004

This paper describes aspects of an experience setting up a new computer science curriculum in a small four year liberal arts college. Despite previous experience setting up such a program in an engineering environment, and the fact that in retrospect the problems seems obvious, the nature of problems encountered surprised the author. He caused himself and others both discomfort and hard work because he did not perceive fundamental causes sufficiently quickly and clearly, and hopes others working with liberal arts colleagues on curriculum development will find the ideas presented here helpful.
A modern Curriculum for an ancient culture
Authors: Aiken Robert M. , Chao Chien F. , Zhu Yi Fen
Published: July 2004

This paper reports on one such effort. The senior author was invited by the First Ministry of Machine Building to review a Computer Science program which had been established along the lines of the IEEE Model Curriculum [4]. The work of the two other authors and their colleagues forms the bulk of the reminder of the presentation. This discussion of a particular program presents one of the ways in which the PRC is “catching up”. A more complete review is provided in another document [5].
Evolution of a program in computing for a Latin American graduate college
Authors: Villasenor Yolanda F.
Published: July 2004

This paper describes the design process for the program in computing of the Colegio de Postgraduados located in Chapingo, Mexico.

The program was designed to fit the research and academic requirements of the agronomical community in Mexico.

First, a brief description of the organization of the Colegio de Postgraduados and of its broad objectives will be presented. Then the setting in which the program was developed and the design process itself will be described.
The conceptual schema as didactic tool
Authors: Scotti Fiorenza
Published: July 2004

The topic of this paper can be considered as a derivation of the interaction between university and high school with business and industry. A new application of a conceptual tool is presented for learning and teaching purposes. This semantic instrument originates from the methodologies of data base projects but is particularly advantageous in mental learning processes and can also be the starting point for a successive mechanization.
Information systems
Authors: Ahmad S. Imtiaz
Published: July 2004

This paper discusses an approach to information system design. It discusses specific factors which should be considered and the steps which should be followed during the phases dealing with study of the situation and analysis of requirements, and external design. For illustration of this disciplined approach, the paper provides examples of organizations such as a medical/dental office, a pharmacy, a retail store, and a repair shop. Details of typical requirements are then derived for these example organizations, followed by a proposal for an external design configuration.
Enhancing computer knowledge in Less Developed Countries (Panel Discussion)
Authors: Khailany Asad
Published: July 2004

This panel focuses on how computer knowledge can be enhanced in Less Developed Countries (LDC). The emphasis is on how a supporting human interface should be developed. A sub-theme will be how the human development can be best coordinated with the use of national computing strategies. The panelists will base their discussion on their experiences in Africa, China, and the Middle-East.
Preventing the plagiarism of programming assignments (Panel Discussion)
Authors: Criss Darrell E. , Fuelling Clinton P. , Gibson Darryl E. , Harshany Jerry P. , Hwang Betty W. , Lee Tseng-Yuh , Hwang C. J.
Published: July 2004

Plagiarism on programming assignments, particularly in lower-level computer classes, has been a problem of considerable concern. We suspect that the strongest contributing factor to the increase in this kind of cheating is the computing profession's reputation for being able to offer such a high-salaried positions. Students are literally clamoring to get into computer classes, partly with the hopes of securing high-paying jobs after graduation. The competition is keen in these computer classes, the computer departments frequently having to apply increasingly tough standards in order to thin out the ranks. Therefore, the strong desire to get an attractive job, coupled with the fear of failing computer courses seems to bring out the worst in many students, and they resort to cheating. The teaching staff naturally reacts to this problem by devising all sorts of methods for detecting and preventing instances of cheating.
Teaching new technologies (Panel Discussion)
Authors: Frank Ronald , Waren Allan , Bialac Richard
Published: July 2004

One of the more difficult tasks in this era of adopting curriculums, is to keep a program current with technology. There is a growing number of new hardware, software, and concepts that emerge each year. The speakers will share their experiences in bringing to the classroom the new technology that the students will face or should be facing as professionals in the marketplace. The discussions will focus on implementation of courses in Computer Graphics, Decision Support Systems, and Artificial Intelligence. These courses have been taught at all levels (undergraduate, graduate, Executive MBA) in Computer Science and Business environments.

The speakers will also hold a discussion on questions from the audience.
Graphics in the classroom (Panel Discussion)
Authors: Robertson J. D. , Hearn D. D. , Anderson Dennis
Published: July 2004

(Panel will include three speakers from companies providing graphic support for the classroom.)
Implications for computer science departments of the ACM information systems curriculum
Authors: Ashenhurst Robert L.
Published: July 2004

The ACM Curriculum Committee on Computer Education for Management last year issued a report containing a variety of curriculum recommendations for graduate professional programs in information systems [1]. The work of the Committee has been supported by the National Science Foundation.* A brief summary of the recommendations is given in the Proceedings of ACM 72 [2]. The report addresses the need for information systems programs as stand-alone offerings, or as part of Master's level education in graduate business schools, computer science departments, or other graduate departments. The implications of these recommendations for computer science departments may be addressed under three headings, depending on the role of the department as: (i) including offerings relevant to information systems in its regular Master's degree program; (ii) participating in the offering of an independent program leading to an MS degree in information systems, but as a collaborator with another unit, e.g. a business school; or (iii) undertaking to offer an independent program entirely on its own.
Inductive methods of teaching programming languages
Authors: Dey Suhrit K.
Published: July 2004

In this cult, computer programming is one of the most modern needs in every academic discipline. Students majoring in various subjects are inclined spontaneously to take at least the first course of computer programming with an expectation that they will be capable of writing programs in their special fields of interest. What they mostly learn is the structure of the language and the basic rules and regulations governing its use. Possibly they write few programs, usually similar to those discussed in the classroom. The students' expectations were not fulfilled and their enthusiasm in programming fades.
Structure and content of service courses in computer science for other disciplines
Authors: Goddard Alton R.
Published: July 2004

The purpose of this paper is to discuss some of the problems with, hopefully, some suggestions or lessons learned from past experiences to provide guidelines for workable solutions to these problems.

Some universities, including the one where I am presently employed, permit graduate students in doctoral programs to take two courses in statistics and two courses in Computer Science in lieu of a satisfactory knowledge of two foreign languages. The courses in Computer Science and statistics are referred to as “research tool courses.”
Introductory programming at Cornell
Authors: Salton Gerard
Published: July 2004

The computer science department at Cornell is a graduate department. Approximately sixty degree candidates are formally enrolled in the computer science degree program, nearly all of them as Ph.D. candidates. There is no formal undergraduate major in computer science, although it is possible for really tenacious undergraduates in the College of Arts and Sciences, and in Engineering to obtain an undergraduate degree in computer science by special petition.
Computer science preparation for secondary school teachers
Authors: Atchison William F.
Published: July 2004

Computers have now become an extremely important factor in society. It is thus important that education about computers, their use, and the role they are playing in the development and functioning of society be undertaken as soon as feasible in the educational process. A logical place for this undertaking is in the secondary school or perhaps even at the junior high school level. Computers can serve the secondary teacher as an instructional tool for problem formulation and problem solution as well as for learning scientific ideas. Computers can help provide motivation for much of the work in mathematics, as well as in science and business. They can also provide the necessary tool to promote and carry out the applied and practical side of subjects, which is receiving far more realistic attention today. They thus can help the teacher combat the all too prevalent notion that mathematics and sometimes science are too theoretical. Since a well trained teacher with appropriate computer science education is the key to this educational problem, primary attention will be given to the teacher training problem. Another reason for this emphasis is that not enough is being done in our colleges currently. It is hoped that this presentation will call attention to this need and help motivate educators to further action to solve the problem in the teacher training area, which in turn will take care of the problem in the secondary school itself.
Teacher training in computer education
Authors: Heimer Ralph T. , Jansson Lars C.
Published: July 2004

It is the intent of this paper to describe a computer education course now available for pre-and in-service secondary school mathematics teachers at the Pennsylvania State University. The development of the present syllabus has been evolutionary and extends back over a period of years, predating the IFIP Outline Guides (4), but at the same time speaking to many of the same considerations.
A community/junior college view of curriculum '68
Authors: Connolly Frank W.
Published: July 2004

Q: What is a junior or community college?

A: A college that offers two years of a four year undergraduate degree.

Based on such an answer it would be assumed that the difference between a four-year and a two-year college is just that—one offers four years of education and the other only two. The assumption, however, fails to recognize two less obvious but major differences between the two types of institutions: educational objectives, and student population. Differences in these factors affect all areas of a college including curricula offerings and faculty selection.

For purposes of this discussion we will examine these two factors (educational objectives and student population) only in terms of computer related curricula.
A proposal for A B.S. in information systems
Authors: Mapp George A.
Published: July 2004

Most of the existing computer science and data-processing programs are either vocationally-oriented aiming at entry-level positions, or theoretical programs with no direct career orientation. By contrast, this program aims at a synthesis of theoretical, “design-strategy” and practical approaches. By design strategy approach we mean emphasizing a particular type of system, i.e. real-time data-base management or a particular application, i.e. payroll, registration and how that will affect the design constraints from analysis to implementation.
On the structure of a computing profession
Authors: Mills H. D.
Published: July 2004

Computer systems are dangerously out of control in several dimensions today. They are out of control with respect to social integrity, with respect to fiscal integrity, and with respect to cost and productivity. It is a simple matter for a knowledgeable person to abuse privacy and priviledged information in computer systems, to obtain information and to change it without authorization. Such illegal acts can be used for social ill or financial ill—to invade privacy, to embezzle, to defraud.

But where dishonesty is possible and occasionally may occur, an honest and industrious lack of competence has produced a staggering over-kill in cost and effort in programming. This overkill cost has two dimensions itself—first, in the cost of producing programs, and second in the cost of the inefficiency with which they control the hardware. It is not the least farfetched to imagine that each of these overkill costs are of the order of ten times that which is possible. That is, we are paying ten times too much for our programs, and they are getting only one tenth as must work as they should out of the hardware.
Computer science education through a rearview mirror
Authors: Gorsline George W. , Green Duff
Published: July 2004

The state of development of computer science, the views of the computer professionals regarding educational objectives, and the extent and types of post-school employment opportunities constitute the meta-environment for our educational efforts. In addition, an educational program must be conceived, born, grow and live (or die) in the immediate environment of its host educational institution. The goals, the priorities, the financial exigencies, and the academic politics of the university are as important to the program as are the students, the faculty, the curriculum, and the meta-environment. The host institution for the computer science program discussed in this paper is Virginia Polytechnic Institute and State University (VPI & SU/Virginia Tech). It is an aspiring, growing, southern border-state, non-urban, land-grant institution [9,11].
Evolution of a computer science program
Authors: Semple Wolsey A.
Published: July 2004

At Howard University there is an assortment of analog and digital computers, some of which are coupled to form hybrid computing devices. The University's IBM 360/50 is an operating system time sharing or multi-program facility. In addition to time sharing terminals around the campus, there are also remote job entry stations and satelite computers to the IBM 360.
Use computers to demonstrate the differential equations of aerodynamics
Authors: Forbrich Carl A.
Published: July 2004

A majority of engineering students are apprehensive about the first courses they take in which they are expected to solve differential equations. Fluid mechanics in aeronautical engineering is perhaps the most difficult engineering specialty from the point of view of differential equations. For this reason, aeronautics instructors should become familiar with and use techniques which make the solutions to differential equations less frightening to the students. Versatile computer techniques to demonstrate the characteristics of solutions to differential equations and the effect of boundary conditions on their solutions are currently available for student use. Several of the computational techniques not requiring an extensive computer background are discussed.
Statistical parameters in a shear flow field
Authors: Oliver Richard C. , Wright H. E. , Elrod W. C.
Published: July 2004

Statistical Analysis has been used to provide solutions to complex problems in such diverse areas as communications, stability and control, and turbulent flow. Although these problems previously lacked adequate mathematical treatment, the results of statistical analyses have been significant both for explanation and prediction. Statistical analysis is a general scientific tool; it has application in many areas of scientific research. For the moment the investigation has been restricted to subsonic turbulent flow.
Computer science as a foreign language substitute
Authors: Bateman Barry L. , Pitts Gerald N.
Published: July 2004

The world of today has a diversified opinion concerning the worth and value of the computer. For some it is a monster to be feared, while for others it is a friend to be respected. Two statements will probably best demonstrate these different points of view. Lewis Mumford has said,

“Nothing that man created is outside his capacity to change, to mold, to supplant, or to destroy. His machines are not more sacred or substantial than the dreams from which they originated.”
Student attitudes toward computers
Authors: Willoughby Theodore C.
Published: July 2004

At Penn State certain major areas within Business Administration require a computer programming course in the curriculum. The course usually taken is Computer Science 403, a FORTRAN programming course especially designed for business students. In recent years student complaints about CS 403 have been heard. Similarly, computer science faculty have had complaints about the students. There has been a problem. Research was begun to determine some of the dimensions of the problem. This investigation explored the attitudes of the students toward computers. By measuring attitudes it was expected that some explanation of the student unrest would materialize. Other possible contributing courses such as the FORTRAN language (rather than COBOL) and the level of student ability have been or will be separately studied.

Some of the possible causes for the problem which were considered at the beginning of the investigation were:

This was just one evidence of a general public distaste with computer technology.

The course had a bad reputation which was communicated to students before they enrolled in CS 403.

The course itself created negative attitudes.

The instructor created negative attitudes.

An information systems course created more positive attitudes.
ASSIST
Authors: Mashey John R.
Published: July 2004

ASSIST is a high-speed assembler/interpreter system for IBM System/360 and related computers. It is designed primarily for efficient processing of student jobs, and offers a number of educational features. ASSIST is now being used at a number of installations under widely varying circumstances. This paper analyzes the design process and decisions leading to ASSIST, concentrating on the factors felt to be most important to its usage. Implementation problems and experiences are noted, and conclusions drawn from them regarding the design of student job processors and desired operating system facilities to support them.
Student attitudes toward a new application of instructional television in a computer programming course
Authors: Bailey T. E.
Published: July 2004

A new instructional television series for a beginning computer programming course was prepared, using a new format that was designed to be both informative (presented in a well organized, meaningful, clear, and concise manner) and interesting (gaining and maintaining close attention) and making use of special capabilities of the television medium. A television series so designed can overcome to a large extent the negative attitudes of students toward the use of instructional television.