waashk/acm huggingface dataset:
the new computer science: it meets many needs  requests from local industries led to the need for new curricula in computer science at the university of south carolina at spartanburg. the faculty discovered that the body of courses outlined in curriculum 78 could be manipulated into alternative curricula, while leaving the standard acm major intact. indeed, the acm curriculum includes exactly half of the "technical" courses required in the dpma model curriculum. thus, by using curriculum 78 as a base, it is possible to implement a number of specialized degree programs without creating new courses and adding the new faculty required to teach them.  a. crosland d. codespoti
an acm response: the scope and directions of computer science  the national research council's computer science and telecommunications board (cstb) chartered a two-year study on the scope and directions of computer science. as part of this study, acm was asked to provide input on three important questions, the answers to which could have significant impact on the future direction of our discipline and profession.  barbara simons dennis j. frailey a. joe turner stuart h. zweben peter j. denning
computer chess panel - 1983  this year's acm annual conference will host a unique event in the united states, the fourth world computer chess championship. acm began sponsoring computer chess tournaments in 1970. the first world championship was held in stockholm in 1974. subsequent world championships were held in toronto in 1977 and in linz, austria in 1980. one popular activity at acm tournaments has been a panel discussion among the computer chess authors. this year, since the acm is hosting the world championship, the panel will include participants from the u.s. and europe. we hope to hear from the authors of the three former world championship chess programs, kaissa from the institute for systems science in moscow (1974), chess 4.6 from northwestern university (1977), and belle from bell labs (1980). in addition, this year's tournament and panel will feature authors of microcomputer chess programs as well.  some of the questions to be discussed will be: has the chess playing strength of the programs reached a plateau? will research into "expert systems" migrate into the development of better chess programs? what is being done to use the 32-bit micros in chess programming? what about the "super" computers?  we urge the audience to come prepared with questions, since these panels have elicited lively discussions in the past. this year should be no exception.  benjamin mittman
vertical integration in group learning  this paper is mainly concerned with the teaching of computer science to first year (freshman) students. the method outlined is an attempt to change their generally 'convergent' attitudes into a more 'divergent' way of tackling problems.  one of the most wasteful features of modern education is the vertical separation of students, so that the collective wisdom acquired by one generation is unavailable to the next. merely talking to those who have successfully overcome their problems is a great encouragement, and the presence of a senior acts as a catalyst in a group.  one special feature of the brunel university position is that third and second year students have experienced work periods as "students." few of the lectures can comment on this aspect of the course from personal experience, so if real guidance is to be given it must be from "older" students. these students will have assimilated the group methods used in industry, commerce and research and will be able to organize their group to pass on their experience by example.  our attempt at vertical integration involves treating all the students in a less paternalistic fashion and one feature of this, is to make the participation of senior students voluntary, with no "credits" for work contributed. we hope that as well as enjoying the experience, they will respond and gain from the reflection on other subjects.  r. d. parslow
shortages of qualified software engineering faculty and practitioners (panel session): challenges in breaking the cycle  one of the most serious issues facing the software engineering education community is the lack of qualified tenure-track (full-time) faculty to teach software engineering courses, particularly at the undergraduate level. similarly, one of the most serious issues facing the software industry is the lack of qualified junior and senior software engineers. this shortage cycle has existed for some time, and if it is not addressed properly will only worsen, thereby affecting the software engineering field in a more general way than it has already.  the objective of this panel is to put a number of suggestions for improvement into discussion and debate in order to evaluate their potential and viability.  nancy r. mead hossein saiedian gunther ruhe donald j. bagert helen edwards michael ryan
a computer science freshman orientation course this paper describes an orientation course for beginning computer science majors. the course is different from the cs 1 or computer literacy courses, but similar in intent and content to orientation courses in engineering, business, and other fields. its purpose is to give students an overview of computer science and an idea of what computer professionals do so that students can make an informed career decision. other emphases for the course are practice in problem solving, experience working in groups, teaching basic technical (non-programming) skills, social and ethical issues, and making students aware of the resources and opportunities available to them such as internship programs. influences and constraints on the design of the course and suggested changes the next time the course is taught are also described. curtis r. cook
a middle-out concept of hierarchy (or the problem of feeding the animals) developers use class hierarchies to model "real world" objects and as metaphors to organize their programs. we (the authors) believe that developers intuitively understand the variety of everyday objects: this cup, that water, those pencils, or in computer terms, this number, that window, those records. we also believe that developers approve of only one concept of class hierarchy, one out of many possible concepts.many hidden assumptions lurk behind object-oriented inheritance. traditional object-oriented concepts of hierarchy are obsessively top-down and ignore many obvious bottom-up relationships. authors who write about object-oriented programming usually define class hierarchies in traditional or archaic terms, referring to the theory of realism and ancient greek philosophy. but, just because somebody sees a similarity between concepts in smalltalk or c++ and concepts described by plato and other philosophers, does not mean that the perception is appropriate. while the correspondences between classes and concepts from philosophy are interesting, they are not the only possible or useful correspondences. in _women, fire, and dangerous things_ on page 6, lakoff writes, "in fact, until very recently, the classical theory of categories was not even thought of as a _theory._ it was taught in most disciplines not as an empirical hypothesis but as an unquestionable, definitional truth."we want to change that assumption and expand the possibilities of what class hierarchies can be. specifically, we introduce a cognitive science perspective of objects and the _basic level_ of a class hierarchy. we believe that developers use software classes in a middle-out manner, just like people use linguistic categories. we believe that this middle-out interpretation explains some of the limits to modeling with traditional object-oriented inheritance. we use the basic level to distinguish between the type relationships within a class hierarchy: above the basic level, developers use runtime type relationships, and below the basic, level developers use compile-time type relationships. we also show that developers do program above the basic level.this paper is organized as follows. in the first section, we discuss _class_ and _hierarchy_ from a cognitive science point of view. in the second section, we define the _basic level_ and describe a middle-out concept of _hierarchy._ in the third section, we explain the developer's version of basic level through the example of "feeding the animals" and show how it relates to type checking. we also describe some of the techniques that developers use to program above the basic level. and, in the fourth section, we argue that many traditional concepts of inheritance fail above the basic level. we argue that the subset and prototype concepts of hierarchy do not work in general, and we argue that liskov's substitution principle and meyer's open-closed principle only work below the basic level. l. s. b. raccoon puppydog p. o. p.
why do they fail?: how do they succeed? the success of some students in cs2  this paper is intended to stimulate discussion about the progress of students through the typical cs2 course. it is based on test results from only a single class, and is thus extremely limited in terms of applicability or extensibility. however, the problems encountered by the class on this test seem to be of a nature that may be quite general. the paper focuses on the problems the students had writing the test and suggests reasons why they may have encountered these problems. it represents a first attempt to see what the students in this course are lacking for eventual success.  m. dee medley
the cognitive flexibility theory0: an approach for teaching hypermedia engineering  hypermedia engineering constitutes the employment of an engineering approach to the development of hypermedia applications. its main teaching objectives are for students to learn what an engineering approach means and how measurement can be applied.  this paper presents the application of the cognitive flexibility theory as an instructional theory to teach hypermedia engineering principles.  early results have shown that students presented a greater learning variability (suggested by their exam marks) when exposed to the cft as a teaching practice, compared to conventional methods.  emilia mendes nile mosley steve counsell
extending the technology acceptance model: the influence of perceived user resources there has been considerable research on the factors that predict whether individuals will accept and voluntarily use information systems. the technology acceptance model (tam) has a base in psychological research, is parsimonious, explains usage behavior quite well, and can be operationalized with valid and reliable instruments. a limitation of tam is that it assumes usage is volitional, that is, there are no barriers that would prevent an individual from using an is if he or she chose to do so. this research extends tam by adding perceived user resources to the model, with careful attention to placing the construct in tam's existing nomological structure. in contrast to measures of self-efficacy and perceived behavioral control that concentrate on how well individuals perceive they can execute specific courses of action, this paper examines perceptions of adequate resources that can facilitate or inhibit such behaviors. the inclusion of both a formative and reflective set of measures provides the opportunity for the researcher and manager to decide whether to evaluate only the overall perceptions of adequate resources or also the specific underlying causes. the extended model incorporating these measures was then tested in the field. the results confirmed that perceived user resources is a valuable addition to the model. kieran mathieson eileen peacock wynne w. chin
ethics and computer security: cause and effect  newspapers around the world carried this report of the west german hackers infiltration of the nasa computer network. the hackers were members of a computer club in hamburg, germany who called themselves chaos. the group founded in 1985 were mostly hobbyists, but many were good programmers. each member had to qualify for acceptance in the group, and two of the members were systems managers [4].  during the summer of 1987, garry trudeau and his widely read "doonesbury" carried a series of strips addressing the universal and unashamed practices of unethical conduct in high places. one of those strips went like this:  … and you still feel no remorse, phil?  remorse? what for? we're talking about a very grey area, padre! 75% of the financial instruments available today didn't even exist when i was growing up! we've had to make up the rules as we go along! the insider trading rules in particular are very complex and ambiguous! hell, i didn't even know i was breaking the law.  but you were being paid in an alley.  so i had a hunch.  to help alleviate phil's problem and others of this nature, senators donald riegle a democrat from michigan and alfonse d'amato a republican from new york introduced legislation to spell out for wall street speculators precisely what constitutes insider trading in stocks. in an associated press release, riegle was quoted as follows:  for those that want to obey the law, who are the overwhelming majority of people in the securities business, this puts in their hands the kind of knowledge and a body of understanding in a coherent way where they can carry out better policing operations within their own firms.  it is time for data processing managers throughout the industry and academicians around the world to make this kind of definitive statement for all of those people in their realms of influence.  marlene campbell
student paper competition (abstract only)  the top three papers from the cfp 2000 student paper competition have been printed in this proceedings. they are:  internet filter effectiveness: testing over and underinclusive blocking decisions of fourpopular filters christopher d. hunterpages 287-294  when social meets technical: ethics and the design of "social" technologies patrick fengpages 295-301  quantum "encryption" mark v. hurwitzpages 303-313  sara basse jean camp dan gillmor wiley hodges bruce umbaugh danny yee
creating high computer impact in a small liberal arts college  during the period from 1977 to 1979, computer usage at goucher college went from an involvement of 10% to 60% of the student body; a goal of 90% appears to be within reach by 1981. during the past two years, approximately 40% of the faculty have begun to use the computer in some way. this rapid rise in computer usage was accomplished without the introduction of a required course in computing, without acquisition of an on-campus macrocomputer or mini- computer, and without creation of a computer center staff devoted to academic computing.  b. l. houseman
information resources management (irm): where did it come from and where is it going  most people would agree that the term refers to all of the specialists, facilities, supplies, hardware, and software which an organization employs to collect, handle, store, disseminate, and use its data and information. information flows into and out of organizations in enormous quantities. some information stays around for very long periods of time---in filing cabinets, microforms, magnetic tape capsules, and other media. thus its uses can be broadly divided into two major categories: transaction support and decision support.  transaction suport information means data that is used to sustain an organization's routinized operations. as an example, companies which manufacture a product has to pay employees, keep track of inventories, account for funds in payables and receivables, and so on. these are transaction support operations, and usually involve some kind of informal or formal information system. in larger companies, often a computer supports the information system---hence the term "computerized" or "automated" information system. with this support, of tentimes an information flow is not computerized.  forest woody horton
a computer science/mathematics major for liberal arts colleges  the concepts of the model curriculum for computer science in a liberal arts college [3] and a traditional mathematics major are combined to form a computer science/mathematics major. this major is particularly suited to the mathematics faculty retrained in computer science, and it provides the students with strong preparation for graduate study or employment in computer science. the major's requirements include six computer science courses (the model's introductory and core courses), six mathematics courses, one advanced computer science elective and a year of introductory physics.  nancy l. hagelhans
our "miracle": self-supporting student microcomputer labs  during the 1987-88 school year, western illinois university began a successful experiment to create a self-supporting microcomputer lab. from conversations we've had at recent acm conferences, we feel this experience is rare enough that reading about it will help other schools.  naturally, we credit our success to the dedication and excellence of the people involved, but beyond that, the success of the lab was also due to several key management decisions:  obtaining support from top administrators before starting  planning and operating in cooperation with several departments  keeping lab funds in a separate account, used only by the lab.  knowing and carefully following the rules of the university  isolating and meeting student needs:  providing ready help to lab users  staying open throughout student study hours  thinking of ourselves as sales clerks, not bureaucrats  starting small and seeking maximum benefits from each dollar  using inexpensive computers and sharing printers  using donated older versions of popular software  < /item>  the results of these decisions speak for themselves:  the lab is self- supporting  its financial records are in good order  karen stallworth jim strasma
rank and tenure concerns of computer science educators  this forum is concerned with the problems faced by educators from various computing disciplines in the process by which promotion and tenure are granted. candidates for promotion and tenure often encounter difficulties in documenting their work and achievements in a manner acceptable to a review committee. the panelists, consisting of faculty who have successfully completed the rank or tenure review process, will summarize the process used at their respective institutions and share with conferees elements of their experience that were significant obstacles to their success and describe approaches they took which proved successful.  laura baker stewart carpenter johnny carroll h. paul haiduk
information systems strategy and implementation: a case study of a building society  the formation and implementation of strategy with respect to computer-based information systems (is) are important issues in many contemporary organizations, including those in the financial services sector. this paper describes and analyzes an in-depth case study of the strategy formation and implementation process in one such organization, a medium-sized uk building society, and relates the process to its organizational and broader contexts; the organization is examined over a period of several years and under the contrasting leadership of two different chief executives. the case study is used to develop some general implications on is strategy and implementation, which can be taken as themes for debate in any new situation. the paper provides an example of a more detailed perspective on processes in is strategy and implementation than typically available in the literature. in addition, a new framework for further research in this area is developed, which directs the researcher toward exploring the dynamic interplay of strategic content, multilevel contexts, and cultural and political perspectives on the process of change.  g. walsham t. waema
managing the user services function  over the years, a great deal has been written about performing the various functions of user services. last year's conference in montreal focused on a variety of topics, ranging from microcomputer support to supercomputer support and from online documentation to desktop publishing. as we---two "managers" of user services---watched, listened, read, and discussed the content and progress of the conference, it seemed to us that one key topic was missing: a discussion of the problems, concerns, and approaches to actually managing the multi- faceted user services function.  since many of the conference's attendees were themselves managers, we thought that a session on "managing user services" could be truly helpful. at that time, we decided to put together our collective views on the user services management process---not because our views are particularly unique or because we think we have all of the answers, but because we have thought about and lived the process (which may help others) and because we would like to hear other views on the process (which may help us).  the paper has been divided into six major topics of discussion: overview, internal organization, mandatory internal functions, classical functions, other ways to serve users, and concerns. each of us, user services managers at two distinctly different universities in two different parts of the united states, has addressed each topic from our organization's perspective.  james m. pruett paul j. setze
personal and professional growth in a user services career  the commitment one makes to become part of a user services staff tends to be long term. this paper will examine what avenues are available for both career advancement and personal growth. a number of user related jobs in private industry have been created in the past years. a portion of this paper will look at parallel and new industry jobs and the differences in salaries and responsibilities those jobs have compared to university positions. also, personal growth can be a very attractive "perk" from a job. which environment is more likely to provide and foster that personal growth will also be discussed.  jeb lawson
the cai has invaded georgia state university  the 1970's brought a dramatic increase in the use of computers in university communities. the impact was especially felt in the increase of novice student users. to meet the demand for training on the introductory level, user services groups plunged head first into a new field, teaching.  at georgia state university for instance, to meet the ever increasing student influx into the use of computers, we developed twelve workshops each covering a specific area of study-a very traditional technique. we broke new ground by not only requiring that all students receive our training, but by also going into the individual classes at the professor convenience to present our material. once the professors saw that our training helped both them and the student, we were eagerly accepted.  cai has been around for many years and there is an abundance of literature on the topic.  jane t. anderson