bluuebunny/crossref_metadata_2025_split huggingface dataset:
Using a sales incentive technique in a first course in software engineering
Authors: Mazlack Lawrence J. 
Published: July 2004

The best structure for a first course in software engineering is unclear. First, because what should be taught has not been firmly established to the general satisfaction of those involved. Second, providing a realistic environment to motivate belief in the utility of the practices involved is difficult.
A strategy which provides the motivation to understand and develop the tools of software engineering is presented. The strategy also effectively requires a form of peer review. The motivating mechanism is the “sale” of software modules between class participants.
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.
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.
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 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 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.
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.
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.
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.
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.”
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.
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 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.
Graphic displays of data structures on the IBM PC
Authors: Augenstein Moshe , Langsam Yedidyah 
Published: July 2004

Immediately or soon after an introductory course in programming, traditional computer science education usually includes a course on data structures. Such courses, however, have suffered from a lack of non-textual materials for classroom and non-classroom use. Consequently, it is difficult for students to comprehend the abstractions involved in implementing and applying fundamental data structures without laboriously employing printed materials.
The work discussed herein addresses the problem by developing software for the IBM PC that will allow data structure users to view graphically the effects of primitive operations and application programs on basic data structures. Several such structures and applications are examined and plans for a program interface are discussed.
Software engineering: the art of the user interview
Authors: Sigwart Charles D. , Van Meer Gretchen L. 
Published: July 2004

The specification of a system is a major problem. One useful technique is to involve users in the design process. This requires considerable skill on the part of the software professionals. As one component of our software engineering course we are trying to develop this skill.
We ask our students to design a system, and as a part of developing the system specification we give them an opportunity to interview a “user.” Since real users are often not very helpful, we deliberately arrange that our “users” will be obtuse regarding technical details of the system. We then conduct follow-up classroom discussion which, we hope, will leave the students with a much more realistic idea of what to expect from a user. A skillful interviewer can often gain valuable insights from users into which aspects of the system are most important to the specifications.
A senior design course for computer science
Authors: Ballew David 
Published: July 2004

This paper describes a Senior Team Project Design course required of all Computer Science majors at our institution. The course is somewhat unique in that the students are divided into teams, all working on some aspect of the same problem. Thus, there is an emphasis on communication between teams, an emphasis on ensuring that the design of the various subteams interface, and an emphasis on learning to work as part of a group.
The team concept described is an attempt to simulate an actual industrial or commercial environment within the structure and safety of the college classroom. To the students' surprise, the goal is not to implement a program (although we do that) but to illustrate the need for clear design techniques, the need for proper testing procedures and, above all, the need for precise communication.
An experiment in the use of Ada in course in software engineering
Authors: Lapalme Guy , Lamy Jean-Francois 
Published: July 2004

This paper describes our experience in using Ada as a vehicle for teaching Software Engineering concepts in a course for first year undergraduate students at the University of Montreal.
We first review the curriculum at our university and then give an idea of the hardware and software at our disposition. We describe the goals we had in mind in using Ada as a teaching language and then we detail the topics and the assignments chosen in our course. We conclude by describing a few lessons learned from that experience. All in all, we are very satisfied with this experiment and we intend to carry on next year.
A system to make visible the structure and execution of student programs
Authors: Kempton Willett 
Published: July 2004

Visual models help to convey programming insights and computer science principles. This paper describes the design criteria for a software system which automatically constructs visual models as a program runs. Line-by-line execution and data structures are dynamically updated on a display screen. The system can be used either by an instructor in class demonstrations, or by the student in running his or her own programs.
Motivations for the design criteria are discussed, along with tradeoffs in implementation. A system has been developed for the Pascal programming language, running on a variety of popular microcomputers.
A graduate curriculum in Business-Oriented Computing
Authors: Fairley Richard E. 
Published: July 2004

The Department of Computer Science at the University of Colorado has recently developed a graduate curriculum in Business-Oriented Computing. The program was developed in recognition of the increasing demand for individuals who are trained in both business methodology and computer science. The 30 semester hour program is designed to produce masters level computer scientists capable of integrating the needs of the business community with the technology of computer science.
Prerequisites for the program include a Bachelor's degree in Business (or the equivalent), ten semester hours of computing, and nine semester hours of upper division mathematics. The prerequisite computing courses are: Introduction to Computer Science for Business Majors (CS 202), a four hour course in COBOL programming; Business Data Processing Methods (CS 312), a three hour course in FORTRAN emphasizing business applications; and Assembly Language and System Software (CS 400). The mathematics courses are typically in the areas of statistics, probability theory, mathematical programming, computability, and linear algebra. At the University of Colorado, the programming and mathematics courses can be taken in the undergraduate Computer Based Information Systems option of the Business School curriculum.
The state of undergraduate computer and data processing programs at public universities in Indiana
Authors: Maniotes John 
Published: July 2004

The Commission for Higher Education of the State of Indiana has created a study committee on occupational education. This committee, called the “Presidents' Committee on Occupational Education Programs,” consists of the Presidents from Purdue University, Indiana University, Ball State University, Indiana State University, Vincennes University, and the Indiana Vocational Technical College.
This committee has identified six broad occupational categories, and subcommittees have been appointed to study each of these categories. This papers summarizes the work (reference 1) of one of the subcommittees, the “Task Force on Computer and Data Processing,” regarding undergraduate computer-related programs at public universities/colleges in the State of Indiana.
What should we teach in an introductory programming course?
Authors: Gries David 
Published: July 2004

An introductory course (and its successor) in programming should be concerned with three aspects of programming:
1. How to solve problems,
2. How to describe an algorithmic solution to a problem,
3. How to verify that an algorithm is correct.
I should like to discuss mainly the first two aspects. The third is just as important, but if the first two are carried out in a systematic fashion, the third is much easier than commonly supposed. (Note that the third step is not “debugging,” because the word “debugging” conveys the impression that errors are alright—that they are a natural phenomenon which, like flies in a house, must be found and swatted. If “debugging” was called “getting rid of one's mistakes,” I'm sure most programmers would change their attitude and work harder at producing a correct program initially.)
An analog/hybrid computer simulation of phase-locked-loops in motor speed control
Authors: Kuo M. H. , Perdikaris G. A. , Mueller T. E. 
Published: July 2004

This paper describes the simulation of the precise control of speed in servo systems using the digital phase-locked-loop (PLL) method and analog/hybrid computer techniques.
The PLL for motor speed control is essentially a hybrid feedback control system in which a reference square-wave signal is used to command servo velocity and position. The system consists of a phase comparator, a low-pass filter, the motor under control, and a voltage-controlled-oscillator (VCO) in the feedback path. The mathematical model of the motor and the low-pass filter are simulated on the analog computer. The input reference is a frequency-modulated (FM) digital signal. An integrated circuit is used as the phase comparator which compares the perturbed VCO feedback frequency and the input signal.
The method introduced here is simple to learn and practical to implement in undergraduate control courses. It introduces the student to the basic concepts of PLL control, without overwhelming him with its complex problems.
Individualized instruction in computer science
Authors: Korfhage Robert R. , Smith Robert J. 
Published: July 2004

The concept of individualized instruction centered around a rather extensive research project has been present in education for centuries. As recently as fifty years ago many colleges and universities required some form of thesis for bachelors and masters degrees, as well as for the doctorate. However, with the pressure of increasing numbers of students the emphasis on individual study has abated to such an extent that in many schools only the PhD students have a real opportunity to engage in extensive individual work.
Over the past two years we have been attempting a small reversal in this trend. During this period we have supervised nearly two dozen projects done by individual students or small student groups at both the undergraduate and the graduate level. After the first semester of this effort we established a set of guidelines which we have been following in subsequent project work. Our present guidelines form the Appendix to this paper.