bluuebunny/crossref_metadata_2025_split huggingface dataset:
Computer science in industry (Panel Discussion)
Authors: Bredt Tom , Lobb Charles , Dale Nell B. , Nahouraii Ez 
Published: July 2004

The first three panelists will give a short presentation on the computer science education program at their location covering the purpose of the programs, its goals, the curriculum, the instruction methods, and their experience with the program.
The fourth panelist will then discuss industrial education programs from the perspective of having participanted in them as an instructor.
A general discussion will follow the formal presentations.
Integration of design and programming methodology into beginning computer science courses
Authors: Gabrini Philippe 
Published: July 2004

Much has already been written on beginning computer science courses; but what has been written has been about how to present programming concepts to students who are new to computer science, about structured programming and GOTO-less programming as well as about the contents of those beginning courses. Design and programming methodology is usually left for a specific course given to junior or senior students. Even though structured programming and some approaches to problem solving are taught, very often methodology is ignored or barely mentioned. And when students do take a course on systems design, the view of methodology they get is obscured by the usually bad habits they have developed during their studies and in their programming projects. This has left the universities open to criticism by industry for not producing people ready for work, or for producing people with bad working habits who have a hard time adjusting to the standards of established organizations. Efforts to remedy that problem have been sporadic, some teachers did introduce methodology in a beginning course, but only to see their efforts reduced to nothing for lack of follow-up.
An experiment to integrate methodology into beginning courses has been made at UQAM where the number of computer science students (more than 900 students in two computer science programs) has made it absolutely necessary to give people good working habits so that the scarce computer resources are used in the most efficient way.
Development of a systems analysis and design course
Authors: Golden Donald G. 
Published: July 2004

Cleveland State University is an urban university, with the Department of Computer and Information Science residing in the College of Business Administration. The major objective of the department's curriculum is to educate students for productive roles in industry, primarily in the development and implementation of business information systems. Several years ago, critical comments from both the business community and the students themselves gave strong indication that the courses in systems analysis and design were not fulfilling this objective. Not only were the courses not teaching state of the art techniques, they tended to vary in content considerably from quarter to quarter, depending on the instructor.
The subject “systems analysis and design” covers a wide variety of material, far too much to be dealt with comprehensively in any reasonable time span. It was felt that the objectives for the courses could best be met by concentrating on structured analysis and design methodologies (particularly as they applied to the development of business information systems for computers), and by establishing well-defined syllabi for the courses. The material was divided into two courses, the first covering analysis and the second covering design.
The educational issues confronting Ada (Panel Discussion)
Authors: Hart Hal , Mall Vance , Miller Phil , Wegner Peter , Booch Grady 
Published: July 2004

Sponsored by the Department of Defense, Ada is a programming language that embodies and enforces many modern software methodologies. Thus, the introduction of the language gives the opportunity for improvements in software reliability, maintainability, and clarity. Ada also offers some unique educational challenges and opportunities, so this panel will focus on some of the requirements for industrial, graduate, and undergraduate Ada education. In particular, the panel will explore different teaching methodologies, and will share their experiences in teaching the language.
Each panelist is actively involved in the Ada program, and has contributed to the development of an educational strategy for the Ada Joint Program Office.
Computer science approval/accreditation (Panel Discussion)
Authors: Frederick Terry J. , MacLeod William J. , Kniefel David R. , Stokes Gordon E. , Dalphin John F. 
Published: July 2004

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

—A year long study during which materials will be developed, trial visits conducted, and approval parameters identified;
—A volunteer based structure within ACM which will grow to the final body responsible for approving programs;
—Initial funding to be sought from outside agencies to initiate the approval mechanism which will eventually be self-supporting.
These and related items will be discussed by the panel.
Group learning techniques (Tutorial Sessions)
Authors: Parslow R. D. 
Published: July 2004

This tutorial is concerned with a method of organizing undergraduate computer science courses, in which the students collaborate in small groups.
Effectively this breaks up a large class into a number of independent small groups and changes the role of the teacher from a director to a 'consultant.'
The teacher has to provide a series of discussion papers for the groups, each including a problem to be solved. The group is expected to investigate the topic, produce an exact specification of the problem, provide an algorithm to solve the problem, an implementation of the algorithm, and documentation including a discussion of implications and generalizations.
This form of peer instruction has improved performance of both the better and the poorer students, and plagiarism is no longer a problem. (Students who do not do their share of the work are liable to be excluded by their group.) They also investigate topics with much greater thoroughness and appear to obtain a deeper understanding. The group experience is valuable training for working on projects in industry.
The tutorial will outline how to organize such a course and will discuss case studies.
Computer education in two-year institutions
Authors: Cable Frank 
Published: July 2004

This is a personal opinion paper, loaded with obvious prejudices and unsupported charges and claims. As such, it is more fitting that it be presented at Union Square to a convention of rabble-rousers than as an argument to the SIGCSE.
The positions may be personal and biased, but they are deeply and dearly held by the author (a very sensitive soul) and were acquired over many years of creating the ills he is now trying to dis-own. It is also important to note that these views are not shared throughout his department and certainly not throughout his university.
An integrated [two- and four- year] curriculum in information processing at a state technical college
Authors: Highland Harold Joseph , Thompson Charles B. 
Published: July 2004

This paper is a report of one effort to develop a new curriculum in information processing to provide for:
[1] a two-year program, which can be integrated into
[2] a four-year program at our College, and simultaneously
[3] articulate the transfer of graduates from neighboring community colleges into the upper division permitting the full transfer of 64 college credits.
POPSS - a parametric operating system simulator
Authors: Walker Justin C. , Hughes Charles E. 
Published: July 2004

In this paper we describe POPSS, an event driven simulator which is intended to simulate the activity of a computer system- hardware together with an operating system - as it processes a work-load. Input to the simulator is in the form of keyword parameters which are used for describing all three components - hardware, operating system, and workload.
POPSS is a simulator as opposed to a simulation language. It is designed to model the inner workings of a computer system in addition to yielding the results usually associated with simulation. The program is highly modular, consisting of some 45 subprograms. Of these, there are 22 modules, each of which represents an operating system component (or possibly a part of one such component). Included in POPSS are built-in replacement features to allow a user the capability of designing alternative resource allocation strategies. These features are in addition to the standard subprogram replacement automatically available through the use of FORTRAN IV.
Design strategies for a computer-based instruction system
Authors: Christensen Larry C. , Stokes Gordon , Hays Bill 
Published: July 2004

In February, 1984, the Computer Science Department at Brigham Young University began working on a project that would automate the delivery of a beginning programming class. This project known as THE ELROND PROJECT, was funded by the university with the expectation that the instructional delivery costs and the need for additional faculty for this course could be reduced.
This paper describes the system design and principles that were used and presents strategies for creating computer automated courseware.
A project for operating systems simulation
Authors: Shay William A. 
Published: July 2004

The purpose of this paper is to describe a project in a course on Operating Systems. The project is designed to reinforce the concepts of memory management, process management and processor management that are discussed in most Operating Systems texts. Each student is to design and write a program that will simulate these major components of an operating system. This project is presented to the student in 3 phases and is written in Pascal although it can be adapted to other languages. The first phase requires the design of memory management routines for an operating system which schedules jobs through the use of a combined round robin/FIFO philosophy. The major concerns are the allocation and deallocation of memory pages as programs are submitted to the system and are removed from the system as they finish. The second phase takes into account various scheduling techniques, I/O requests, and swapping. Having already worked out the bugs in the memory management routines, the student now must be concerned with the management of the jobs that pass through the system. The third and last phase is the implementation of job synchronization. Several events are described, any of which may be the object of a WAIT or SIGNAL directive issued by an executing program. The project must synchronize jobs that issue a WAIT and SIGNAL directive on the same event.
The project is part of a 3 credit course in Operating Systems taught to Juniors and Seniors. Successful completion of the project includes not only the correct implementation of a well documented and logically designed operating system, but also a comparative study, within each phase, of the efficiency and effectiveness of the operating system as a variety of parameters, which describe the environment, are changed. Observations are submitted in a report that is required with each phase.
Predicting student performance in a beginning computer science class
Authors: Werth Laurie Honour 
Published: July 2004

This study investigated the relationship between the student's grade in a beginning computer science course and their sex, age, high school and college academic performance, number of mathematics courses, and work experience. Standard measures of cognitive development, cognitive style, and personality factors were also given to 58 students in three sections of the beginning Pascal programming class.
Significant relationships were found between the letter grade and the students' college grades, the number of hours worked and the number of high school mathematics classes. Both the Group Embedded Figures Test (GEFT) and the measure of Piagetian intellectual development stages were also significantly correlated with grade in the course. There was no relationship between grade and the personality type, as measured by the Myers-Briggs Type Indicator (MBTI); however, an interesting and distinctive personality profile was evident.
A Software oriented Computer Science program
Authors: Pitts Gerald N. , Bateman Barry 
Published: July 2004

Many Computer Science programs are mainly concerned with hardware and software theory. Computer Software especially is studied with very little application.
American Technological University has attempted to breach the gap in the area of qualified software computer science graduates by tailoring the courses to allow students to study or write, and/or modify operating systems. This is accomplished by selected course work and “hands on” use of the 370/145. Junior, senior and graduate level students are allowed to sign up for blocks of time between 10:00 p.m. and 6:00 a.m. Monday through Friday when available and on most week-ends. A description of courses, the philosophy of teaching, the computer facilities, and a critique of our former students is presented.
From teaching-machine to automatic tutor
Authors: Nievergelt Jurg , Wilcox Thomas R. 
Published: July 2004

A steadily increasing fraction of human activities involves interacting with machines, and this interaction will become more sophisticated as more and more machines in our environment are controlled by computers. As the degree of sophistication of this interaction increases, its quality becomes more important. This is particularly true in computer-based education where a student is expected to learn something by interacting with a machine for an extended period of time.
Quality of interaction has various aspects. The most obvious is the physical properties of the man-machine interface: to what extent does the machine allow the human senses of sight, sound, touch to come into play? Early teaching machines were at best suitable for rote training tasks in restricted applications. Only recently have computer terminals been developed whose physical properties make this interface suitable for computer-based education in a wide variety of subject areas. All indications are that rapid progress will continue, particularly in the important aspect of reduced costs.
CAI tutorial method of teaching Thermodynamics at U.S. Naval Academy.
Authors: Wu Chih 
Published: July 2004

A computer-assisted instruction in Thermodynamics developed during the past two years at the U. S. Naval Academy has been used for teaching a number of midshipmen individually . An IBM 1500 instructional system is used in which each midshipman is provided with a terminal, with a cathode ray tube (complete with a typewriter keyboard, and a light pen), and an image projector. The instructional material, optional supplementary instruction, questions and tests are presented to each midshipman individually, enabling him to proceed at his own demand and pace. Detailed records of each section of material are stored in the computer and will enable the instructors to review each midshipman's progress through the course.
The content of the course, the background of the midshipmen, as well as the equipment which the system comprises in use is described. The overall logic and approach to the course is discussed. The method of development of programmed material and a study of its effectiveness toward the stated goals along with recommendations, are also included.
Hardware systems in the core curriculum of a computer science ph.d. program
Authors: Clark Douglas 
Published: July 2004

This syllabus is organized around the view of digital computer systems presented in chapter 1 of Bell and Newell the major divisions of the syllabus correspond to the major conceptual levels of design and description of digital systems, and the divisions (levels) appear in order of increasing complexity. Two things need to be said about this organization.
First, while this conceptual structure of computer systems according to levels of complexity has an intrinsic formal appeal, many if not most of the references cited at any given level or sublevel of the structure do not confine themselves exclusively to material at that level. References occasionally reach up to borrow concepts from a higher level of complexity, and of course they frequently reach down to provide lower-level underpinnings for the systems they describe.
Experiences with a simple structured programming language
Authors: Basili Victor R. , Turner Albert J. 
Published: July 2004

A great deal of interest has developed in structured programming [Dahl, Dijkstra, and Hoare, 1972] during the past few years. This paper is concerned with some experiences obtained in the use of a structured programming language in the computer science curriculum at the University of Maryland. The language used was SIMPL-X [Basili, 1973], a language designed and implemented at the University of Maryland.
SIMPL-X was designed to be a transportable, extendable, compiler-writing language that was to be the base language for a family of programming languages. It is, in fact, being used for that purpose as the SIMPL-X compiler [Basili and Turner, 1973] is written in SIMPL-X, and a compiler for the graph algorithmic language GRAAL [Rheinboldt, Basili, and Mesztenyi, 1972] is presently being designed as an extension of the SIMPL-X compiler.
Relating Computer Science programs to the needs of industry through internships and cooperative programs
Authors: Goddard Alton R. 
Published: July 2004

The purpose of this paper is to discuss some approaches for achieving more meaningful relationships between degree programs at the college level in Computer Science and the needs of industry. Nothing is more encouraging to most students than to know that their academic preparation will enhance their future life styles and future employment opportunities. Also, probably nothing is more depressing to a person than perhaps being a hungry, competent, and unemployed expert in an academic area where employment opportunities are nonexistent.
The balance between knowledge attributed to real world experiences and academic theory is a crucial issue. Either type of knowledge is hollow without the other component. Mr. Jack Jackson, who is an Instructor for the American Airlines Academy amply describes an “experience” as being - when something is happening to you and you wish it were happening to someone else. Many schemes have been used to simulate real world electronic data processing experiences in the classroom situation. Some of these schemes have proven very successful. However, most employers will not consider this as what they mean when they ask a prospective employee “Do you have any experience?”. The remarks in this paper are directed toward the employer's definition.
Computer facility
Authors: Randolph Robert H. 
Published: July 2004

The purpose of the discussion that follows is to shed some light on the mystical process of buying a computer. The problem of computer acquisition is often approached from a very rational, very scientific perspective with lots of charts, graphs, comparisons and rating scales. Sometimes the original intent of the effort can get lost in the piles of data.
What I hope to do here is to augment or clarify this super rational approach (which certainly has its place) with some practical, down to earth common sense. At the very least, what I am advocating could certainly become the basis for a more elaborate scientific approach. In order to keep things simple, I have looked at the problem of computer acquisition in terms of (1) some thinking, (2) some planning, (3) and a lot of doing.
A course in effective programming
Authors: Ripley G. David 
Published: July 2004

This paper describes a graduate Computer Science course in which all aspects of the programming process are examined.
The course has been taught for the past three years, and represents an attempt to pull together various results of researchers working on this rather undeveloped but important area. Unfortunately space does not permit the inclusion here of many details or examples. Rather, the emphasis is on the form of the course and how the reference material is used in pursuing the course objectives. (The topic of program measurement is expanded on somewhat, being a topic of interest to the author and one about which little has been said elsewhere.)
Development of computing at Federal City College
Authors: Mayes Jesse J. 
Published: July 2004

After joint discussions between the House and the Senate, a bill authorizing the creation of Federal City College (and the Washington Technical Institute) was signed into law in 1966 by President Lyndon B. Johnson as Public Law 89-791.
The Federal City College Computer Center is organized as a consolidated center designed to support both academic and administrative data processing requirements of the College. The Center has chosen this organizational structure because it provides the College with the best cost effective means of providing a wide range of data processing services to all areas of the College. The management of one centralized Computer Center and its supporting staff obviates the necessity for the College to staff and support an array of decentralized computing staffs and facilities in each school.
Innovative computer services at a developing institution
Authors: Stone Fred W. 
Published: July 2004

Tuskegee Institute installed an IBM 1620 in October 1961. Over the next several years as demand required, the system was expanded from the original 20K to 60K then to disk. The original acquisition was made possible with a NSF grant.
in June 1972, with the assistance of a NSF grant, among others, Tuskegee Institute was able to install a Hewlett-Packard 2000F Time Sharing system. With the ability to use the system from any part of of the campus, service to the various schools and departments is staggering. Engineering has increased it's use but it accounts for only 30% of the current use of the system.
Software Configuration Management
Authors: Bersoff Edward H. , Henderson Vilas D. , Siegel Stan G. 
Published: July 2004

This paper is about discipline. It is about discipline that managers should apply to software development. Why is such discipline needed? Quite simply because the software industry has traditionally behaved in an undisciplined manner—doing its own thing. The products that the industry has turned out have typically
Contained other than what was expected (usually less, rather than more);
Been delivered much later than scheduled;
Cost more than anticipated;
Been poorly documented; and
If you have been involved in any of the situations quoted above, then this paper may be of some help. In short, if you are now, or intend to be, a software seller or buyer, then you should benefit from an understanding of Software Configuration Management. Lest you think that you are not now, or ever will be, a software seller or buyer—keep in mind that the recent technology explosion in electronic component miniaturization has placed the era of personalized computing at hand. In that context, nearly everyone may be considered a potential seller or buyer of software.
This paper is about the discipline called Software Configuration Management (SCM). The objective of SCM is to assist the software seller in achieving product integrity and to assist the software buyer in obtaining a product that has integrity.