bluuebunny/crossref_metadata_2025 huggingface dataset:
An introductory computer science course for non-majors
Authors: Wainwright Roger L.
Published: July 2004

This paper describes an approach to an introductory computer science course designed especially for students who are not specifically required to take a computer course and thus ordinarily receive no appreciation for computers or computing. This is the third semester this course has been offered. Student enrollment has been 31, 46 and 41 respectively. We anticipate higher enrollment figures next semester as more advisors are becoming aware of the course. In a typical semester students majoring in such disciplines as English, advertising, nursing, psychology, sports administration, sociology, broadcasting and communication, music, elementary education, art and anthropology have enrolled. This course is ideal for those majoring in mathematics education as one day they may be teaching such a course to high school students. To encourage this group of students to enroll in the course, we restricted students from engineering and physical sciences and business disciplines from attending. They are required to take a different computer course. We have observed that most students not required to take a computer course desire to learn something about computers, and because of the above restriction are less hesitant to enroll.
Brazil's pioneer undergraduate program in information systems
Authors: Lisbôa Maria Lúcia Blanck
Published: July 2004

In the early 70's, the number of computers installed in Brazil was growing at a rate of 30% per year, which was higher than in European countries, the U. S. and Japan, placing Brazil among the eight top world users of computers.
1
By that time, only few Brazilian Universities were offering courses in data processing. The lack of a formal education structure resulted in data processing positions being mainly filled with people trained by manufacturers.

The high demand for data processing professionals, mainly in the top levels of the career, became one of the Brazilian government's concerns.

Since Brazil is a developing nation, resources had to be efficiently used and foreign reserves could not be spent on equipments which were not used to their full potential. Therefore, highly qualified professional were needed.

In view of these facts, the Federal Government decided to support and encourage the creation of professional data processing programs, mainly at the Universities. The role of the University in education is extremely important, since it makes possible to improve the qualification of the labor power and also to improve the education professionals themselves.

In 1973 and 1974, with the support of the Federal Government, about 15 programs for graduation of technicians in systems programming, analysis and design have been created. Those programs, with the duration of two years, were intended to be a short term solution, providing a highly qualified labor force.

Besides the programs created directly by the Government, several courses have been implemented at Universities that assumed the task of preparing qualified data processing man power, accomplishing their social role. With this purpose, the Pontifical Catholic University of Rio Grande do Sul, in 1974, implemented an undergraduate' program in Information Systems Analysis. The pioneering aspect rises from the area involved, that of Information Systems.
Cost trade-offs in hardware support (Panel Discussion)
Authors: Dale Nelle , Wallace Victor , Maple Clair , Loos Larry , Bulgren William G.
Published: July 2004

A serious problem facing Computer Science educators is deciding what type of computer resource(s) needs to exist in order to serve Computer Science students. Should these resources include Time-Sharing, micro-processors, one large dedicated computer, and so forth? What are colleges and universities doing to attack this question? A panel of faculty from several colleges and universities of Computer Science education will present views and insights. There will be time for questions and answers from the audience.
Plagiarism in computer sciences courses(Panel Discussion)
Authors: Dodrill William , Lidtke Doris K. , Brown Cynthia , Shamos Michael , Fosberg Mary Dee Harris , Miller Philip L.
Published: July 2004

What constitutes cheating on programming assignments? What methods can be used to detect cheating? What should be done with offenders? How can cheating be eliminated in programming courses? These are all pertinent questions, but they are directed more towards treating symptoms rather than towards correcting some very fundamental problems.

How can student interest in computer programming be stimulated? What can be done to reduce the frustrations inherent in writing and debugging code? What should be expected (and what should not be expected) of students taking introductory programming courses? How can individual performance and achievement be measured effectively for grading purposes?

With critical problems of computer fraud and software theft increasing all the time, making Computer Science students aware of the ethics of the computer industry seems not only appropriate but necessary.
A project-oriented course (Computer Programming II)
Authors: Teague David B.
Published: July 2004

In our first programming course we introduce elements of machine organization and JCL, and the balance of the course is FORTRAN and algorithm development in equal portions. To support the second course, we introduce the concept of program structure and top-down design, although there is not enough time to treat these adequately in a one semester course. Documentation is taught: internal, external, user, and maintenance. Structured control constructs and their implementation within FORTRAN are given.

Our objectives are to teach structured design and programming and to provide a setting that reinforces student use of software engineering techniques.
A comparison of non-business and business student test scores in basic
Authors: Lemos Ronald S.
Published: July 2004

An experiment is described that analyzes differences in BASIC test scores between a group of 58 non-business and 104 business majors. All students were given four weeks of instruction in BASIC and took a common BASIC examination testing their knowledge of language rules and their ability to read programs.

Analysis of multiple covariance was used to statistically adjust BASIC test scores for performance on a computer concepts examination and age. The results showed no significant difference between the scores of the non-business and business majors on the BASIC examination.

These findings are important since they provide empirical evidence that the ability to understand programming language is independent of students' academic direction. Thus, the benefits of programming experience appear to be realizable for both business and non-business students.
A top down approach to sorting
Authors: Merritt Susan M.
Published: July 2004

A top-down approach is presented for the derivation of, and corresponding exposition of sorting algorithms. Work done in automatic program synthesis has produced interesting results about sorting algorithms which suggest this approach. In particular insertion sort and selection sort are seen to be instances of merge sort and Quick sort, and sinking sort and bubble sort are presented as in-place versions of insertion sort and selection sort. This top-down approach is offered as an alternative way of deriving and ultimately teaching about sorting algorithms.
Computers and the law (An experimental undergraduate course)
Authors: Roth R. Waldo
Published: July 2004

At the challenge of some good students, the Information Sciences Department at Taylor University decided to offer an overview course on computers and their legal implications for computer science majors and others interested in such a perspective. A two hour selected topic course was offered in the spring of 1980 to computer science majors, but open to any students who have taken at least one computer science course and had performed well in it.

This paper reviews the content, successes and failures of this experimental course, with a view to assisting others who may wish to consider such an offering in the future.
An evaluation scheme for a comparison of computer science curricula with ACM's guidelines
Authors: Miller Nancy E. , Petersen Charles G.
Published: July 2004

During the past ten years, several model curricula for technical academic disciplines have been developed and published by professional societies. Among the recommendations for computer science are those of '68 and '78 by ACM. This paper presents a quantitative scheme for evaluating a computer science curriculum as compared to ACM '68 and '78 guidelines. To demonstrate the evaluation scheme, curricula from three (3) universities are compared to the ACM guidelines. The results of those numeric comparisons are tabulated and discussed. Other areas that affect a computer science program; textbooks, computer facilities, and faculty are also discussed.
Computer Science at Western experience with Curriculum '78 in a time-sharing environment
Authors: Davies D. J.M. , Gargantini I.
Published: July 2004

The Computer Science programs and environment at the University of Western Ontario are described. The courses have recently been revised in the light of Curriculum '78. We compare the new offerings with Curriculum '78, discussing especially the mathematics requirements and courses we have introduced, and showing how a variety of three- and four-year programs is organized coherently. The Department has also moved to virtually total interactive, time-sharing computer environment, even in introductory mass-enrollment courses. We discuss the impact of this, and of the increasing enrollments, on the education we offer and on our academic standards.
HARD - hardware simulation in education
Authors: Tomek Ivan
Published: July 2004

Introduction to digital circuits and computer organization is usually a required course in computer science curricula. The subject is often taught as a textbook course although experience shows that students enormously benefit from simple laboratory experiments and enjoy them. Another form of contact with basic physical realities is via computer simulation of hardware. The use of simulation can not only replace experiments if necessary but also add insight into aspects of the function of hardware not easily observable in the lab, such as the effect of delays and noise and allow the study of phenomena that cannot be observed such as data transfer between registers hidden inside a component. Exposure to simulation also introduces students to one major application of computers - simulation - which is often some-what neglected in computer science curricula. Moreover, simulation is becoming an essential component of design and student's perspective of the design process is incomplete without some experience with it. Three main reasons why hardware simulation is not usually used in introductory hardware courses are the orientation of typical hardware simulation languages towards the professional designer and the resulting structure poorly suited for education, the scarcity of easily available, inexpensive, and portable languages, and the lack of coverage of the subject in most textbooks on hardware.

A hardware simulation language called HARD developed at Acadia University is an attempt to remedy the above mentioned problems. It is designed specifically for education. It includes features typically required in a computer organization course, namely simulation at the gate and RTL levels, and simulation of delays and noise. The syntax is quite flexible in that there are practically no reserved words. The language is not based on any programming language so that no previous experience with computers is necessary. The structure of circuit descriptions is natural and English-like. The translator and simulator are interactive. The language allows modular descriptions and their connections into multi-level hierarchies as required by the problem. The system is very portable since it is written in Pascal with a minimal use of non-standard features. The language is not as complete as a professional design tool since its intended use is in education. It is, however, expected that new features will be added to it in the future in response to the feedback from the system's users.
Crisis in computer science education at the precollege level
Authors: Cornwell Larry W.
Published: July 2004

This paper attempts to focus attention on the problem of providing meaningful and effective educational programs for precollege teachers. Computer science departments caught in their own staffing problems have not given much attention to precollege teacher training in computer science. Elementary and secondary schools are experiencing very little turnover in staff. Even when these schools have an open position, individuals entering the teaching field have little or no training in computer science. Yet the need for precollege teachers with a computer science background exists and is growing larger each year. This paper addresses this crisis in computer science education at the precollege level and proposes an approach which can be implemented easily and effectively.
Does the computer system make a difference in the effectiveness of the introductory service course?
Authors: Shub Charles M.
Published: July 2004

An experiment measuring the effect of different hardware configurations on the teaching of an introductory programming course is described. The situation before the experiment is delineated. The hardware selection is described. The experimental experience with the new hardware is described. The evaluation mechanism is defined delineating the variables to be measured and the controls. The results of the evaluation are presented. The actions based upon the results are delineated. Conclusions are drawn.
On teaching recursion
Authors: Kruse Robert L.
Published: July 2004

Tree diagrams can be fruitfully employed in elementary courses to illustrate recursion, explain its implementation, and motivate its applications in algorithm design. At the same time, tree diagrams can lead to guidelines to help the student decide when recursion is a good method, and when it should be avoided. This paper discusses these methods and, as an example, develops an algorithm for generating permutations.
Cost effective methods for teaching introductory programming courses
Authors: Richards Thomas C.
Published: July 2004

A number of experiments in teaching introductory programming courses in a cost effective manner have been conducted by the author using a personalized system of instruction. Languages experimented with included FORTRAN, COBOL AND PL/I. The problems of procrastination and non-completion of course work were partly overcome by the author's unique solutions to these problems.
ELAN
Authors: Carmony Lowell A.
Published: July 2004

The purpose of this paper is twofold: To consider the characteristics that a programming language for beginners ought to have, and to offer a new language from Germany that shows great promise for providing beginners with many of these characteristics. This language is called ELAN (Elementary LANguage) and was designed in 1974 by C. H. A. Koster and his associates at the Technical University of Berlin. An ELAN compiler was developed soon thereafter from two theses written by J. Liedtke and U. Bartling at the University of Bielefeld. It is hoped that this paper will bring to ELAN some of the recognition that it deserves but has not yet received in this country.
Adapting Curriculum 78 to a small university environment
Authors: Fosberg Mary Dee Harris
Published: July 2004

Curriculum 78 was developed to present an undergraduate degree program in Computer Science at any university, with appropriate adaptation to each specific environment; in general the degree program suggested applies most naturally to relatively large universities. Because small universities have limited resources—students, faculty, computing facilities—the implementation of Curriculum 78 requires careful modification to fit the particular environment. By organizing the topics covered by the suggested courses in Curriculum 78 in different combinations and emphasizing microcomputers, the Department of Mathematical Sciences at Loyola University can offer a complete degree program in Computer Science in spite of its limited resources.
Structured assembly language programming
Authors: Cook Robert N.
Published: July 2004

For those of us who are essentially high level programmers, the intricacies and lack of structure in assembly language programs are often an insurmountable barrier to effective assembly language programming. This paper attempts to show a way to overcome this barrier. Structured pseudocode is used to solve the problem just as if the solution were to be coded in PL/I, PASCAL, ADA, or some other structured high level language. Then the structured pseudocode is “compiled” into assembly language using appropriate labels to show the structure of the assembly language program.
Ada_education
Authors: Texel Putnam P.
Published: July 2004

It is the purpose of this article to bring to light a vital issue that needs more attention and that will have major impact on the future of this new language - Ada education - and to propose a specific approach intended to maximize the probability of obtaining Ada programmers (and minimize the probability of obtaining programmers who code in Ada).
Tutorial on structure charts as an algorithm design tool
Authors: Hassell Johnette , Law Victor J.
Published: July 2004

Structure charts have been presented via seminars to groups of computing professionals. Some of these software designers have adopted structure charts as their standard design tool. These practitioners are providing impressive anecdotal evidence that structure charts have significant practical value and are not merely of academic interest.

The precise origin of structure charts is not accurately recorded. Their first appearance in a textbook was in Bowles(1) who cites Doran and Tate(2) as their originators. Bowles used the name structurediagram. Jensen and Tonies(3) presented some very similar design notation which they calledschematic logic. They claimed that their work was a modification of some previous design methodology due to Jackson.(4) Jensen later presented a modification of schematic logic and called the new notationprocessing logic trees.(5) The particular geometric shapes used in the structure charts of this paper are the same as those suggested in a forthcoming textbook by one of the authors(6). This tutorial presents structure charts as a design tool which has many desirable characteristics for students of computer science as well as for practicing software designers.
Increasing computer literacy & employability of the blind
Authors: Teoh William , Gates Harry W.
Published: July 2004

A talking microcomputer recently developed at Indiana University-Purdue University at Fort Wayne enables blind and visually impaired students to complete the 2- or 4-year degree program in computer technology without need for sighted readers. The talking microcomputer, and the talking typewriter which was developed as a prelude to it, are discussed not only in the educational context, but also in terms of present and future working environments. Coupling unmodified, commercially available hardware with customized software, the talking microcomputer should be well within the reach of individuals and employers. Future plans include interfacing it with a mainframe, and thus expanding language capabilities.
Computer literacy by computer
Authors: Woodson M. I. Chas. E.
Published: July 2004

The basic concepts of computer literacy can be taught by the use of computer management and interactive instruction. The approach described here emphasizes measuring student achievement, and informing students of their progress. This approach also incorporates a system for the evaluation of alternative instructional experiences.
A core based curriculum for a master's degree
Authors: Winslow L. E. , Jehn L. A.
Published: July 2004

The recently proposed curricula for a master's degree present problems for a department with limited resources. This paper discusses the proposed curricula, their goals and problems, and then presents a new curriculum based upon a set of core courses. The new curriculum simultaneously satisfies two of the proposed curricula, yet imposes lower demands upon the department's resources.
Micro computers - the procurement process (Panel Discussion)
Authors: Pitts Gerald N. , Harvison James S. , Newman J. Richard , Bateman Barry L.
Published: July 2004

The rapid proliferation of microcomputers in higher education for uses which vary from process and instrumentation control to computer aided instruction has caused many universities and state coordinating agencies to reevaluate their master plans for computing. This panel will discuss these issues and offer insight into possible solutions to some of the most common problems facing present and potential users of this technology.

The use of microcomputers in the classroom and methods of acquisition utilized by a private university will be the concern of Dr. Pitts. Comparisons of the acquisition process between a large state institution with which he was recently affiliated and the private university will be emphasized.

A different approach to the acquisition process and microcomputer utilization will be presented by Dr. Newman.
Impact of computers on engineering education (Abstract)
Authors: Bolz Harold A.
Published: July 2004

Considering the revolutionary effects that computer technology has had on various elements of American life, including banking, retailing, hotel and airline reservations, periodical circulation, business management, industrial inventories, etc., it seems strange that computerized methods have not had a greater impact on engineering education than is evident today. This is especially strange in the light of the fact that many basic advances in computer theory and design have been made through research performed in our engineering colleges.
Separation of introductory programming and language instruction
Authors: Fisher P. , Hankley W. , Wallentine V.
Published: July 2004

The common instructional approach in first programming courses is to consider jointly programming technique and coding in a particular language. This has the inherent disadvantage of focusing on language details at the expense of the skills of problem solving. As an alternative, a separated, but coordinated, course in programming concepts and a laboratory on language coding are proposed. We submit that this approach allows emphasis to be placed on the creative aspects of problem solving and programming, and that it allows an efficiency in concepts instruction, through avoidance of language details, and an efficiency in language instruction by using algorithms developed in the concepts course. A suggested selection of concepts is given, and the separation of responsibilities between the program development and coding are illustrated.
Automating introductory computer science courses
Authors: Nievergelt Jurg , Reingold Edward M.
Published: July 2004

This paper describes a project we have recently started for automating introductory computer science courses. Why should these courses be automated? At the University of Illinois there are currently about 2000 students per semester taking various introductory programming courses: engineers, social scientists, teachers, physical scientists, computer science majors, etc., each group having its own particular needs. These courses are taught in sections of about 100 students each, with an additional hour of discussion in groups of about 20 students. In our experience it is very difficult to organize these courses in such a way that students both learn something and are happy with the material presented. The main difficulty seems to come from the fact that a beginning programmer needs a lot of individual help, and this cannot be provided in large sections. We are now convinced that these courses cannot be improved within the current setup, and since enrollments in these courses are increasing, the situation is bound to grow worse unless something new is tried. We assume that the situation we have described is typical of many large universities.
A two year computer science program
Authors: Pitts Gerald N. , Bateman Barry
Published: July 2004

The accelerated accumulation of knowledge in recent years has illustrated graphically the value of developing human resources to their most usable form at an early point in each person's life span. Not only is this early development important to the continued growth of the nation but to the expanded life style and earned human dignity of each individual. Traditional education techniques have fallen short in this regard. Students have graduated from two year colleges, four year colleges, and graduate programs with ill defined capabilities directed toward no specific area within the world of work. Human resource capability loss has been staggering and in some instances, irreparable harm has resulted. In recognizing the problem and its wide-spread ramifications the Federal Government as well as State Governments have developed programs of career education for junior and four year colleges. Central Texas College in Killeen, Texas, is one of these development areas and provides an excellent two year associate degree in Computer Science. The curriculum and text requirements are presented in this paper.
Experience with computer science at a two year college
Authors: Sticha Philip E.
Published: July 2004

A little over five years ago Essex Community College moved from its quarters in churches, former barracks, and a local high school to a campus in northeast Baltimore County, Maryland, and began a period of dynamic growth which saw the faculty double twice in two years and the student enrollment grow from less than 2000 to more than 5000 today. With new staff and facilities, Essex began to develop new career programs and to strengthen the two year transfer programs already in existence. This paper relates the situations and experiences of the Division of Science and Mathematics and the Division of Business and Industrial Management in planning and implementing courses and programs in computer science. Discussed in historical order are: the creation of our first programming courses and the selection of computer hardware, the planning of career programs in data processing and computer technology, and the problems expected in implementing these programs and in establishing transfer programs in computer science.
Computer science education for an overlooked group - high school teachers
Authors: Fu Kuan-Chen , Koo Benjamin
Published: July 2004

Since the advent of the electronic computer, revolutionary changes have been made in modern society. As a natural consequence, modernization of the curricula has been called for in our educational system, which includes the grade schools, high schools, and colleges. In the last decade, mathematics courses in the grade schools have been completely overhauled by the introduction of the basic concepts of set theory, group theory and the Boolean algebra. Thus, a good mathematics foundation has been laid for the students for their future computer application. On the other hand, courses which contain computer oriented methods and theories have also been instituted in the college curricula of many academic disciplines such as engineering, medicine, mathematics, economics, business, science, management, etc. However, the initiation of an introductory computer course in the high schools is surprisingly sparse.
Computer science for liberal arts colleges a report of a workshop held at Wheaton College, Wheaton, Illinois july 12-14, 1972
Authors: Roth R. Waldo , LaFrance Jacques
Published: July 2004

In response to interest expressed at the second SIGCSE symposium in St. Louis in March, 1972, on the subject of computer science education appropriate for the liberal arts college, a workshop was held at the campus of Wheaton College, Wheaton, Illinois, July 12-14, 1972. The object of the workshop was to involve representatives from liberal arts colleges in a discussion of computer science curricula that would be relevant for such schools. In the past most of the work on computer science curricula has been done by representatives from large universities, and there has been some question as to whether such a committee could deal effectively with the problems of limited resources and talent that characterize computer science in most liberal arts colleges.
The CUPM recommendations on a computational mathematics program and on the impact of computers on undergraduate mathematics courses
Authors: Rheinboldt Werner C.
Published: July 2004

The growing influence of modern electronic computing in many fields of knowledge has contributed to a dramatic increase and diversification in the application of mathematics to other disciplines. No longer are the uses of mathematics confined exclusively to the physical sciences and engineering; they are found with increasing frequency in the social, behavioral, and life sciences as well. At the same time the use of the computer has led to different requirements for the solution process in mathematics itself. Theory construction and model building have assumed a different dimension; in addition to knowing existence theorems, the user of mathematics must know constructive methods for solving problems, and he must have the means to ascertain the efficiency as well as the correctness of these methods.
Evolution of a computer science academic program in a college of engineering
Authors: Rahimi M. A. , Hedges H. G.
Published: July 2004

Since 1956 the academic program in Computer Science at Michigan State University has grown from a single course offering to the stature of a regular academic department offering bachelor's, master's and doctoral degrees and serving over 1700 students in a single term. The development of this program from its beginnings through its growth to its present size and stature is traced in this paper. Included are descriptions of the current undergraduate and graduate programs and a compilation of the resource allocations to the department over the several years. Growth of the Computer Laboratory facilities is also indicated along with a listing of courses offered to non-majors and a summary of interactions with other units of the university.
A computer science option in industrial engineering
Authors: Webster Dennis B. , Zaloom Victor A.
Published: July 2004

This paper is concerned with the justification and development of a computer science option which has been approved for inclusion within Auburn University's Industrial Engineering curriculum. From a specification of many of the areas covered by the field of industrial engineering, it became clear that the use of the computer is an integral part of the industrial engineer's work. An analysis of the courses thought to be most useful to an industrial engineer further indicated that such courses fell into a logical sequence from which a minor area of competence in computer science could be developed.

The courses comprising the option are presented by means of a precedence diagram which indicates suggested course sequencing. Also presented is the Auburn Industrial Engineering program with the embedded computer science minor.
Computers and society
Authors: Horowitz E. , Horowitz M. C.
Published: July 2004

Since their inception some 25 years ago, computers have become an all pervasive influence in society. Their impact has been felt not only in the sciences and social sciences, but in almost all fields of endeavor where there is a significant amount of information to be taken, stored and manipulated. Their use in the many spheres of business activity has contributed to the creation of a huge computer industry. In recognition of the immense social influences of computers and the concurrent influence of the technocrats who “control” the machines, computer science departments have recently tried to respond to the challenge by giving their students an awareness of these forces. Their response has taken basically 2 forms. The first approach has been to incorporate within existing courses a measure of social awareness and responsibility. This has been accomplished by examining, where appropriate case situations of computer related developments and trying to assess their implications in the social context. Experiments of this type have been reported by [NEI72]. The second approach has been to create a new course, often called Computers and Society, whose main goal is to expose the student to at least a subset of the relevant issues connected with computers. Though called by the same name, these courses often vary widely, and several proposals which describe various formats have appeared in the literature e.g. see [HOR72] and [LEE71]. This paper deals with a variation on this second approach.
Student help and automatic grading
Authors: Martin Johannes J. , Martin Therese
Published: July 2004

The organization of a programming service course is described. The objective is combining high instructional quality with economic use of departmental resources. With undergraduate tutors who help in the classroom as well as in consulting sessions and with the help of an automatic grading system, it was possible to lower the cost to about $7 per student credit hour (quarter system) without sacrificing instructional quality. Some results obtained by automatic monitoring of the student's work on programming assignments and by interviews and questionnaires are given to back the above claim.
Problems teaching database design with information complexity to information systems undergraduates
Authors: Wilson Judith D.
Published: July 2004

An undergraduate course in database design is described. The need for such a course, and its appropriateness in the undergraduate information systems curriculum is discussed. Finally, a number of general instructional difficulties are identified. It is claimed that a course like it is needed in the undergraduate information systems curriculum and that remedies to problems teaching it may have to be found outside the traditional business and computing curricula.
A second course in database management
Authors: Adams Evans J.
Published: July 2004

A second course in Database Management which stresses database design principles is described. The first course emphasizes database implementation utilizing both a relational and a CODASYL database management system. Students become familiar with the usage of a database management system as a implementation framework for databases. The second course provides the student with tools to perform logical database design and with techniques for converting logical designs into efficient physical implementations.
Adult learners: away with computerphobia
Authors: Kneller George R.
Published: July 2004

“Computerphobia” among adult learners is analogous to communication apprehension among adult speakers; consequently, techniques used by teachers of public speaking to ease stagefright can be adapted to the problem of overcoming fear of computers in novice adult learners. Six specific solutions are suggested and explained.
An experience is worth 1K words
Authors: Baruch Marjory
Published: July 2004

An introductory computer science course is presented which uses new techniques appropriate for a liberal arts college. Students learn standard topics by means of a series of guided labs in which they are active participants. The students learn to question, analyse, and construct examples, thereby acquiring the means for further inquiry and understanding. Irrelevant stumbling blocks are minimized in the hope that the positive learning process will be something they continue on their own.
Compiler construction using modern tools
Authors: Noonan Robert E.
Published: July 2004

In this paper we discuss our experiences using a translator writing system in the compiler construction course. We have found that such a system provides a great deal of flexibility to the instructor. Students can easily construct a complete compiler including code generation for a small language. We believe our tools and experiences are transferable to other translator writing systems.
A statistical analysis of the effect of discrete mathematics on the performance of computer science majors in beginning computing classes
Authors: Sidbury James R.
Published: July 2004

During the 1983-84 academic year, the University of Scranton instituted an experimental two semester discrete mathematics course for freshman students majoring in computer science. Approximately one-third of them were enrolled in this sequence while the remaining freshmen were enrolled in a traditional algebra-calculus mathematics sequence. At the end of the academic year the records of the freshman computer science majors were examined to see if there was any difference in performance between those who took discrete mathematics and those who did not.

There is a strong indication that students who take discrete mathematics make higher grades in computer science than do the students who take the algebra-calculus sequence of courses. There is no indication that students who take discrete mathematics are more (or less) likely to change majors during the freshman year than those who take a traditional mathematics course.
A course on information engineering
Authors: Laurido-Santos Osvaldo
Published: July 2004

An overview of information engineering: objectives, principles, methodologies, and techniques; precedes an outline with some suggestions for a course on information engineering. The course will be offered in Puerto Rico for the first time on the Spring semester. The author plans to present on a future date a critique on the course and his experiences.
The role and position of graphics in computer science education
Authors: Ohlson Mark R.
Published: July 2004

The SIGGRAPH Education Committee has been considering recommendations for inclusion of graphics in various curricula for higher education. Several issues of computer graphics in computer science or computer science/engineering curricula are identified here. In particular the course content and support facilities necessary and the status of graphics courses within programs are discussed. A basic premise is stated that Curriculum '78[1] and other guidelines[2, 3, 4, 5, 6] for educational programs are flawed in their lack of computer graphics content. The reasons for this are not immediately apparent, but might in part be attributed to the lower profile of graphics during the time of their initial development. Since that time the significant technical advancements and standardization of terms and concepts have not been incorporated as changes in recommended curricula designs.
Computers and society: a liberal arts perspective
Authors: Cunningham Ellen
Published: July 2004

There is ambivalence among computer science educators regarding the degree to which ethical and value questions should be incorporated in the computer science curriculum. This paper states a philosophical case for substantive treatment of these topics in colleges committed to the liberal arts, and goes on to consider some of the practical difficulties involved.
Introductory instruction in programming
Authors: Conway Richard W.
Published: July 2004

Cornell, like most other large schools, has been struggling with the problem of introductory programming instruction for years. The problem is not yet solved but in the last few years we have done some experimenting and seem to have made some progress. The situation seems worth reporting so that others can perhaps benefit from what has been successful and avoid what has not.

The major problems seem to be
volume
and
variety
. Pedagogical techniques that are obviously effective with small classes are sometimes impractical when faced with more than a thousand students per year. This may be largely a question of economics, since one could presumably allocate enough resources to the task to have small classes, but this is just not realistic at Cornell and the real question becomes one of finding practical large-scale techniques. For example, the central computing facility at Cornell (a 360/65 under OS/HASP) cannot support a sufficient number of interactive terminals to make that mode of instruction practical.

Hence our solution must operate within the constraint of a conventional non-inter-active computer service.
APL as a lingua franca in the computer science curriculum
Authors: Konstam Aaron H. , Howland John E.
Published: July 2004

In the last decade computer science has been struggling to establish it's independent identity, pressured on one side by those who refuse to admit the existence of any new sciences and on the other by those who see computer science as no more than the art of constructing computer programs.

We who are teaching computer science are caught in the middle. We must teach our students some of the art of computer technology through programming courses, but we also must instill in them those principles of the science of computing which set it apart as a discipline in its own right. We must keep ourselves from spending all our time teaching our students to program in a variety of different languages so they can get jobs as technologists. But we must also beware of spending an inordinate amount of time on the theory without teaching programming basics.
Profile of a Computer and Information Science B.S. graduate
Authors: Kalmey Donald L.
Published: July 2004

The Department of Computer and Information Science at The Ohio State University was conceptualized in 1967 and actualized one year later in October, 1968. Since that time, the Department has had both graduate and undergraduate degree programs. Originally there were two undergraduate degree programs, one in the College of Engineering and the other in the Colleges of Arts and Sciences. In 1971 a third undergraduate degree program was started in the College of Administrative Science
2
. As of July, 1973, these programs have graduated 426 computer and information science majors.

This paper deals with a survey that was recently conducted of the above mentioned graduates. The purpose of the survey was threefold: (1) To determine what positions our majors are filling in industry; (2) To determine how effective the different undergraduate curriculums are in preparing our B.S. degree graduates for the Job market; and (3) To obtain an evaluation of these programs by the graduates. Since questionnaires are still being returned, the following represents a partial summary of this survey.
Computer Science at Staten Island Community College
Authors: Chi Emile C. , Moroh Marsha , Tausner Miriam R.
Published: July 2004

Teaching Computer Science on an open admissions campus with no tuition raises two major problems: many students are poorly prepared for college-level work; the students have extremely diverse aspirations and needs.

In response to this challenge, the Computer Science faculty at Staten Island Community College has evolved the teaching methods described below, which include use of a non-mathematical approach especially in lower-level courses, and a practical programming laboratory to be taken as a part of each course. In addition, a variety of new course and curriculum options have been developed.
The use of ATOPSS for presenting elementary operating system concepts
Authors: Tracz Will
Published: July 2004

ATOPSS (
A
dage
T
utorial
O
perating
S
ystem
S
imulator) was designed to provide both a learning tool and a teaching aid for the presentation of elementary operating system concepts to graduate or advanced undergraduate computer science students. As a real learning tool, the simulator itself offers real time interaction and observation of a parametric, discrete time event oriented operating system. For a teaching aid, a series of short movies has been produced using ATOPSS solely as its basis, demonstrating both the use of the simulator and the different concepts it portrays. These movies thus offer the portability necessary for in-classroom presentation and provide a basis for further discussion.
Programming style
Authors: Kernighan B. W. , Plauger P. J.
Published: July 2004

Programs written with good style are easier to read and understand, and typically smaller and more efficient than those written badly, regardless of the language used. Yet most programmers have never been taught programming style—as proof we need only look at their programs.

In this paper we will discuss several principles of programming style, illustrating our points by criticizing and rewriting some real programs. The examples are all taken verbatim from programming textbooks, and the revisions have all been tested.
A structured design language for teaching programming
Authors: Chand Donald R.
Published: July 2004

A design language which facilitates the construction of structured program models is presented. Since these models demonstrate the process of composing programs, they are used for teaching a first course on programming more as a science than an art.
An introductory adaptive systems course for undergraduate computer science majors
Authors: Sampson Jeffrey R.
Published: July 2004

This paper describes the development and implementation of an introductory survey course spanning topics in automata theory, biological information processing, and artificial intelligence. The course, Computing Science 464, is designed (and required) for Undergraduate honors students in the university of Alberta Computing Science Department. Normally taken in the third year of undergraduate study, the course has the following catalog description:

CMPUT 464.
Introduction to Adaptive Systems
.3 Finite and infinite automata and their relation to formal languages; brain models and genetic systems: introduction to artificial intelligence. Prerequisite: Computing Science 314.
Introduction to digital Computer programming an IPI approach
Authors: Sistare John H. , Sondak Norman E.
Published: July 2004

The first course in Computer Science is often one of the most difficult to teach. A large number of students enroll, many with widely different aptitudes and backgrounds, so that the traditional lecture/presentation techniques aimed at the average miss the majority. A number of alternates have been proposed to overcome this problem. One of these is Individually Prescribed Instruction (I P I). Using I P I, the course material is initially partitioned into a number of discrete units and given to a student one unit at a time. The student reviews the material contained in the unit and then takes a written “assessment” to gage his mastery of the concepts. The assessment is evaluated immediately and if the student was successful the next unit is given, otherwise he simply “recycles” the material. By this means the student can progress at his own pace. The material in this course has been broken down into seven units. In addition to the written material, the student has access to student tutors, faculty instructors and video taped teaching aids. This paper reviews the organization, construction and experience with using the I P I approach over the past two years. Results to date indicate that this method can be highly successful, if administered to a proper subset of the student population.
The case for an advanced Graduate Record Examination in computer science
Authors: Hamblen John W.
Published: July 2004

The Graduate Record Examinations (GRE), first administered in 1937, were initiated as a joint venture of the Carnegie Foundation for the Advancement of Teaching and the graduate school deans of four eastern United States universities. When Educational Testing Service (ETS) began operations in January 1, 1948, it assumed responsibility for the examinations and the program in which they were used. Until 1966, ETS constructed the tests and operated the testing program with the advice of a committee appointed by the Association of Graduate Schools (AGS) within the Association of American Universities. After several graduate schools suggested that it would be both desirable and appropriate to have a broader representation of the graduate education community participate in the program's policy decisions, the Graduate Record Examinations Board was established in 1966.