waashk/acm huggingface dataset:
making the connection: programming with animated small world in learning to program, students must gain an understanding of how their program works. they need to make a connection between what they have written and what the program actually does. otherwise, students have trouble figuring out what went wrong when things do not work. one factor that contributes to making this connection is an ability to visualize a program's state and how it changes when the program is executed. in this paper, we present alice, a 3-d interactive animation environment. alice provides a graphic visualization of a program's state in an animated small world and thereby supports the beginning programmer in learning to construct and debug programs. wanda dann stephen cooper randy pausch
fully automatic assessment of programming exercises  automatic assessment of programming exercises has become an important method for grading students' exercises and giving feedback for them in mass courses. we describe a system called scheme-robo, which has been designed for assessing programming exercises written in the functional programming language scheme. the system assesses individual procedures instead of complete programs. in addition to checking the correctness of students' solutions the system provides many different tools for analysing other things in the program like its structure and running time, and possible plagiarism. the system has been in production use on our introductory programming course with some 300 students for two years with good results.  riku saikkonen lauri malmi ari korhonen
integrating computers into the university curriculum: the experience of the uk computers  special initiatives in the field of computing and information technology in the united kingdom have had a mixed history. recent appraisals of the much- publicized alvey programme, for example, cast real doubts on the extent to which any centrally directed initiative can effectively mediate change in a field developing as quickly as information technology1. where computing and education coincide in a single special initiative, the experience appears particularly unhappy. ndpcal and mep have come and gone, leaving no enduring positive mark on our educational system2. indeed, if a recent report in the times is to be believed, four out of five teachers in the uk do not judge that the introduction of computers into schools has enhanced any aspects of teaching methodology3. and, to judge from the continuing stream of publications4 bemoaning the acute shortage of adequately trained personnel to fill it-related positions in industry, commerce, government, and education, the widespread introduction of computers into schools, colleges and universities has yet to even start palliating the problem of a perceived mismatch between the products of our educational system and the needs of employers.  on the face of it, therefore, the computers in teaching initiative (cti) appears to be attempting the impossible, or, at best, entering a domain where recent past experience is discouraging. but a longer view of history is replete with examples where technological innovation has been the lynchpin of successful educational and economic change. sir john hale's interpretation of intellectual revival in renaissance florence is an opposite example5.  the computers in teaching initiative was prompted by the nelson report, published in 1983, which identified the inadequate provision of student workstations in uk universities6. the report explored future scenarios, delineating the well-equipped campus of the early 1990's as having one workstation available for every five undergraduates. although adventurous by british stations the aspirations for the next decade encompassed within the nelson report were very modest by comparison with the levels of workstation provision already being achieved by certain american universities7. rapid developments in computer  nigel gardner
a national perspective on computer security  computers and associated resources influence many aspects of modern society. while the continuing dependence on information technology and the fifth generation of computers prompts attention to potential abuse and misuse of these resources. recent concerns have focused on the possible harm to the nation, society and individuals from misuse and abuse of computerized resources. the intentional and unintentional threats to computerized resources triggers consideration of appropriate measures to cope with the problems of computer vulnerabilities. the potential and real danger of unauthorized disclosures, unwarranted manipulation of data, degradation of services and capability, and destruction of resources prompts attention to protecting computerized resources in the fifth generation and beyond.  this paper examines some of the major computer security problems and remedies within the broad context of defense and national security, critical systems, privacy and confidentiality, and computer crime. highlights of specific problems confronting decisionmakers in selecting the appropriate approach to protecting computerized resources are reviewed. the paper reviews recent legislative proposals and executive branch actions as well as private sector activities having implications on future developments. this paper explores some of the problems that may require a more comprehensive examination by government and the private sector to assure that computer security requirements are met by the fifth generation. identification of some of the critical issues related to implementing computer security measures will be a major focus. the prospects for new technology to meet the fifth generation requirements will be outlined.  louise giovane becker
changes in the management of the information systems organization: an exploratory study  the present study was conducted as exploratory research to understand the activities and beliefs of is and line managers, with regard to the management of information technology (it). semi-structured interviews were conducted with 25 managers in seven firms to understand their current initiatives, future vision, and the factors driving change. managers from three different positions from each company were interviewed---a senior is manager, an is application development manager, and a line manager. the results showed that there were a variety of different initiatives underway--- with the most common ones being rapid prototyping, an emphasis on purchasing packages, business reengineering, and building it infrastructure. beyond these few commonalities, different firms were adopting a variety of changes to their is organization structure, working relationships with users and outside vendors, system development tools and methodologies, and their training and other human resource policies.  similarly, a broad range of factors were cited as driving changes in it management practice---with these clustering into four major sets of drivers: business cost pressures, business service pressures, is service pressures, and technology-push factors. few respondents were able to articulate a vision for the is organization of the future, beyond describing their expectations for the initiatives currently underway. of those respondents who provided such a vision, few described the steps required to achieve the transition. these findings are analyzed in terms of a management framework derived from harold leavitt and discussed in light of other recent research on is management. questions for follow-up research are suggested.  michael j. gallivan
software engineering and undergraduate computing curricula  most graduates of baccalaureate computing programs (at least in the united states) take jobs in the computing profession immediately upon graduation. these jobs generally involve software development or maintenance activities, and therefore demand certain software engineering skills and knowledge.  it appears, however, that typical undergraduate computing programs are at present inadequately preparing their students in the area of software engineering. this was in evidence at the 1991 international conference on software engineering, in comments made at plenary sessions and in a special workshop on directions in software engineering education. it is also evidenced by recent attempts to encourage development of software engineering programs at the undergraduate level, separate from those in computer science or computer engineering.  the purpose of this panel is to explore the following question: "what software engineering knowledge and skills should be required in a typical baccalaureate computing program, assuming the program is preparing its graduates for immediate entry into the computing profession?" in addressing this question, the panel will consider the recent report of the acm/ieee-cs joint curriculum task force, proposed software engineering curricula for undergraduates, and accreditation criteria.  stuart h. zweben
employment decisions by computer science faculty: a summary of the 1980-81 nsf survey  over the past several years a great deal has been written, and even more said, regarding the crisis in employment of faculty in computer science departments (1,2,3,4,5). in order to obtain data regarding the magnitude of the problem, and reasons for it, the national science foundation, in the 1980-81 academic year conducted a survey of ph.d. granting departments of computer science in the united states. this paper will present a summary of the results of the survey. data obtained regarding the departments were consistent with that reported earlier by hamblen (6,7), and taulbee and conte (8). results of the survey regarding motivation for professional mobility were consistent with those reported by eisenberg and galanti (9) regarding the engineering disciplines.  gerald l. engel bruce h. barnes
network user services and personnel issues  in a network environment, users are remote from the computer center. user services personnel, being the initial and possibly the only contact, represent the computer center to the users. conversely, they must represent the view of the users to exert the proper influence on the operation of the computer center. with timesharing, users have close contact and scrutiny of system software. this "user intimate" software should be developed and maintained by user services. personnel issues for this expanded user services are discussed: staffing, organization, recruiting, training, appraisal and work satisfaction.  clement luk
a reverse engineering environment based on spatial and visual software interconnection models  reverse engineering is the process of extracting system abstractions and design information out of existing software systems. this information can then be used for subsequent development, maintenance, re-engineering, or reuse purposes. this process involves the identification of software artifacts in a particular subject system, and the aggregation of these artifacts to form more abstract system representations. this paper describes a reverse engineering environment which uses the spatial and visual information inherent in graphical representations of software systems to form the basis of a software interconnection model. this information is displayed and manipulated by the reverse engineer using an interactive graph editor to build subsystem structures out of software building blocks. the spatial component constitutes information about how a software structure looks. the coexistence of these two representations is critical to the comprehensive appreciation of the generated data, and greatly benefits subsequent analysis, processing, and decision- making.  h. a. muller s. r. tilley m. a. orgun b. d. corrie n. h. madhavji
an international student/faculty collaboration: the runestone project students of today need to be prepared to work in globally distributed organizations. part of that preparation involves teaching students to work effectively in teams to solve problems. students also must be able to work with individuals located at distant sites where there is no or very little face-to-face interaction. the runestone project, an international collaboration between two universities, adds new dimensions to student teamwork, requiring students to handle collaboration that is remote, cross-cultural, and technically challenging. runestone is a three-year project funded by the swedish council for the renewal of undergraduate education. a pilot study in 1998 was followed by a full-scale implementation in 1999 with another implementation ongoing in 2000.each time this global cooperation project is run, both students and faculty learn important lessons in how to work with each other in a virtual environment. this paper discusses both student and faculty learning outcomes for runestone 1999. mary z. last mats daniels vicki l. almstrum carl erickson bruce klein
educational development opportunities for computer professionals  this session surveys the professional and educational opportunities prevalently available to computer and data/information processing professionals. each of the session participants has been invited to submit a formal paper and a discussion on selected topics in this area. professional and educational development is currently promoted by a number of societies, including the association of computing machinery (acm) and the ieee computer society. these societies sponsor educational tutorials and seminars, conmunity action groups, and chapter and committee involvements in the technical communities.  one of these, the acm, sponsors a self-assessment program, which provides a set of testing procedures for individuals to personally assess their knowledge of the computer sciences. whereas self-assessment emphasizes personal learning, the certification programs offered by the institute for certification of computer professionals (iccp) provide a means for establishing that individuals have accomplished cerifiable level of professional competetence in particular areas.  paul p. howley
effective computer education  the design of an effective program to provide pc education is an exciting, challenging, complicated, rewarding activity. such a program offers professional growth and development opportunities to university faculty, new corporate relationships for both the professors and the university, and the opportune moment for exciting explorations into the areas of curriculum development, evaluation methodology, and teaching styles. the design of an effective computer education program can be an important addition to a university's overall educational mandate.  key issues for any successful computer education include curriculum development, instructional design, course development, delivery of instruction, evaluation, and overall project management. this paper provides some guidelines for those who desire to design successful pc computer education.  under the author's direction, over 1,000 days of education have been provided to approximately 7,500 individuals during the past three years. the impact of such a program on the lives of the professors involved and the corporate clients receiving the education, has been enormous.  david sachs
natural language in computer human-interaction: a chi 99 special interest group fifty-three people from accross the world participated in the chi 99 special interest group on natural language in computer human-interaction. the sig's main goal was to provide an opportunity for chi 99 attendees from two research communities, natural language processing (nlp) and human-computer interaction (chi), to discuss issues of mutual interest. the sig embraced natural-language interfaces of all kinds, inlcuding text, spoken and multi- modal interaction. this report inlcudes the results of e-mail discussions following up on the sig itself. nancy green david novick
a view from the entry level: student perceptions of critical information systems job attributes  globalization and the expanding digital nature of today's business environment have resulted in skyrocketing demand for qualified it personnel. organizations are increasingly turning to recently graduated is students as a critical source of supply. in light of this, the objective of this paper is to identify the relative importance of job attributes considered by is students when evaluating a job. drawing on content motivation as a general theoretical foundation, this paper surveyed 243 is students at two large southwestern universities to determine what job attributes they find most appealing when assessing potential positions and organizations. prior research was aggregated to compile a comprehensive list of job attributes. two methods were used by respondents to evaluate these attributes; rank ordering, and points allocation (weighted measure). the results provide insight into the relative importance that is students attach to specific job attributes. this information may be used by organizations to provide relevant information to potential employees, resulting in improved alignment between employee preferences and organizational reality, with a subsequent effect on job attitude and turnover.  tim goles
assessing object-oriented technology skills using an internet-based system in this paper, we describe a web-based system that defines training needs for object-oriented developers by identifying the strong and the weak areas of their knowledge and skills. the system is based on the use of two tools, gaa [8] and ukat [3], developed at the computer research institute of montreal (crim). ukat (user knowledge assessment tool) uses a state-of-the-art knowledge assessment method to create a user profile of the proficiency in a subject domain. gaa (intelligent guide) is a web-based training system that uses the ukat to personalize a training course and facilitate self-learning. ahmed seffah moncef bari michel desmarais
computer science - too many students, too many majors (panel discussion)  during the last decade enrollments in computer science courses have increased dramatically. classes are very large and faculty members are nearly impossible to recruit. the "seller's" job market has contributed to both of these problems and universities must deal with the problems of too many students and too many majors.  the panelists have been asked to address the following questions:  1) how large should classes be at the upper and lower levels?  2) does everyone have a birthright to be a computer scientist?  3) are there reasonable ways to limit enrollments?  4) are we pleased with the quality of the average undergraduate computer science graduate?  5) have academic standards declined because of large enrollments?  although the panelists do not have solutions to all of these problems we feel that it is important to identify them and discuss what sorts of alternatives have been tired. it is expected that about one-half of the session's time will be devoted to audience interaction.  norman gibbs kenneth l. williams kenneth danhoff robert korfhage jack alanen
organization of final year projects this paper details a method for the organization of final year computer science projects which has been found to be extremely beneficial both from the point of view of the students and the supervisor. these projects count for 20% of the final degree result in this department, and are a crucial part of the development of the student.the model proposed for the organization of the projects is one in which the students initially work in a group, co-operatively developing a basic platform on which they can then individually develop their projects. this organization allows the supervision to be achieved through regular group meetings, and provides the students with good experience (and all the benefits) of working in a group, while at the same time fulfilling the objective of getting the student to work on a complex task independently. an example of this project organization in practice, in the field of computer vision, is also detailed. kenneth m. dawson-howe
teaching design effectively in the introductory programming courses  teaching program design in an introductory programming course is a big challenge for instructors. over the past few years many studies have been performed on how and when to apply design in cs 1. some researchers suggest that design methodologies and problem solving techniques should be introduced before any programming is taught, while others believe in the gradual integration of design into programming courses. we believe that the gradual integration of design into programming courses can be done effectively provided that appropriate measures of implementation are included. in this paper we present an approach to integrate design into the first programming course. the outcome of this integration is also presented.
an efficient set of software degree programs for one domain  there is increasing urgency to put software engineering (se) programs in place at universities in north america. for years, the computer science and professional engineering communities neglected the area, but both are now paying serious attention. there is creative tension as efforts accelerate to define the field faster than is possible. this paper discusses a set of four software degree programs that have evolved over 14 years at a small university with close ties to one software community. the context is computer engineering in a department of electrical and computer engineering, so the natural domain is software that is close to the hardware. this means an emphasis on real- time, embedded, and, to a lesser extent, safety critical issues. the newest of the four programs is a ph.d. program. it demonstrates that ph.d. programs can be created with limited resources, given the right circumstances. if similar circumstances exist in other small universities, the rate of ph.d. production in software engineering may be able to be increased, while maintaining quality. this paper describes the four degree programs, how they are related to each other, and how the programs have evolved. it makes limited comparisons to programs at other universities.  terry shepard
innovative teaching materials and methods for systems analysis and design  this article describes materials and methods for a course in systems analysis and design. while the article is prescriptive rather than empirical, it offers new directions for instructors who wish to adopt an action research approach to syllabus development. information systems developers perform two roles in the process of managing a development project: the developer is both analyst/designer and facilitator. traditional textbooks for systems analysis and design courses emphasize the analyst/designer role, but say little about the facilitator role. we have developed course materials and teaching methods to address facilitation skills: outcome thinking, group process, and communications. we also emphasize some analyst/designer skills that are not addressed in the traditional texts, such as creative thinking. socio-technical systems, and case tool concepts. our teaching methods include the personal journal, which allows students to tailor classroom materials to their own needs, as well as other methods for providing experiential learning of course materials.  lorne olfman robert p. bostrom