SIGCSE 1989: Louisville, Kentucky, USA

• Larry Brumbaugh:
  An undergraduate course in applied data communications. 1-5
  
• Larry Hughes:
  Low-cost networks and gateways for teaching data communications. 6-11
  
• Margaret M. Reek:
  An undergraduate concentration in networking and distributed systems. 12-16
  
• Jacobo Carrasquel, Jim Roberts, John Pane:
  The design tree: a visual approach to top-down design and data flow. 17-21
  
• Rex E. Gantenbein:
  Programming as process: a "Novel" approach to teaching programming. 22-26
  
• Peter B. Henderson, Francisco J. Romero:
  Teaching recursion as a problem-solving tool using standard ML. 27-31
  
• Janet Hartman:
  Writing to learn and communicate in a data structures course. 32-36
  
• Laurie Honour Werth:
  Preparing students for programming-in-the-large. 37-41
  
• Judith D. Wilson, Newcomb Greenleaf, Robert Trenary:
  Algorithms and software: integrating theory and practice in the undergraduate computer science curriculum. 42-46
  
• Galen B. Crow:
  Defining educational policy on software usage in the light of copyright law. 47-51
  
• Freeman L. Moore, James T. Streib:
  Identifying the gaps between education and training. 52-55
  
• Robert E. Beck, Lillian N. Cassel, Richard H. Austing:
  Computer science: a core discipline of liberal arts and sciences. 56-60
  
• Ashok Kumar, John Beidler:
  Using generics modules to enhance the CS2 course. 61-65
  
• Joseph E. Lang, Robert K. Maruyama:
  Teaching the abstract data type in CS2. 71-73
  
• Donald L. Jordan:
  Integrating desktop publishing into a systems analysis and design course. 74-77
  
• Charles H. Mawhinney, David R. Callaghan, Edward G. Cale Jr.:
  Modifying freshman perception of the CIS graduate's workstyle. 78-82
  
• Leslie J. Waguespack Jr.:
  An IS1 workbench for ACM information system curriculum '81. 83-87
  
• Robert Leeper:
  Progressive project assignments in computer courses. 88-92
  
• Ivan B. Liss, Thomas C. McMillan:
  An example illustrating modularity, abstraction & information hiding using. 93-97
  
• Michael Britt:
  APEX1, a library of dynamic programming examples. 98-102
  
• Michael M. Delaney:
  Testing student micro computer skills through direct computer use. 103-107
  
• Linda M. Null, Johnny Wong:
  A unified approach for multilevel database security based on inference engines. 108-111
  
• Kenneth A. Reek:
  The TRY system -or- how to avoid testing student programs. 112-116
  
• Ernest C. Ackermann, William R. Pope:
  Computer aided program design experiments: diagrammatic versus textual material. 117-121
  
• Barbee T. Mynatt, Laura M. Leventhal:
  A CASE primer for computer science educators. 122-126
  
• James R. Sidbury, Richard M. Plishka, John Beidler:
  CASE and the undergraduate curriculum. 127-130
  
• William Mitchell:
  What is to become of programming? 131-135
  
• Dino Schweitzer, Scott C. Teel:
  AIDE: an automated tool for teaching design in an introductory programming course. 136-140
  
• Leslie J. Waguespack Jr.:
  Visual metaphors for teaching programming concepts. 141-145
  
• Raymond D. Gumb:
  A first course in program verification and the semantics of programming languages. 146-150
  
• Linda M. Northrop:
  Success with the project-intensive model for an undergraduate software engineering course. 151-155
  
• Patricia B. van Verth, Lynne Bakalik, Margaret Kilcoyne:
  Use of the Cloze procedure in testing a model of complexity. 156-160
  
• Donald J. Bagert:
  A core course in computer theory: design and implementation issues. 161-164
  
• Mark Smotherman:
  Examining compiled code. 165-169
  
• Daniel C. Hyde:
  A parallel processing course for undergraduates. 170-173
  
• Bob P. Weems:
  Operations on sets of intervals - an exercise for data structures or algorithms. 174-176
  
• J. Paul Myers Jr.:
  The new generation of computer literacy. 177-181
  
• James S. Collofello:
  Teaching practical software maintenance skills in a software engineering course. 182-184
  
• Linda Rising:
  Removing the emphasis on coding in a course on software engineering. 185-189
  
• David F. Haas, Leslie J. Waguespack Jr.:
  Sizing assignments: a contribution from software engineering to computer science education. 190-194
  
• Harriet G. Taylor, Luegina C. Mounfield:
  The effect of high school computer science, gender, and work on success in college computer science. 195-198
  
• James D. Kiper, Bill Rouse, Douglas Troy:
  Inservice education of high school computer science teachers. 199-203
  
• Leonard A. Larsen:
  Laying the foundations for computer science. 204-208
  
• Leon E. Winslow, Joseph E. Lang:
  Ada in CS1. 209-212
  
• G. Scott Owen:
  An Ada-based software engineering course. 213-216
  
• James L. Silver:
  Concurrent programming in an upper level operating systems course. 217-221
  
• Charles M. Shub:
  Performance experiments for the performance course. 222-225
  
• Joseph Hummel:
  Xinu/WU: an improved PC-Xinu clone? 226-230
  
• Malcolm G. Lane, Anjan k. Ghosal:
  MPX-PC: an operating system project for the PC. 231-235
  
• Kenneth A. Lambert:
  A language-only course in LISP with PC scheme. 236-240
  
• Norman E. Sondak, Vernon K. Sondak:
  Neural networks and artificial intelligence. 241-245
  
• Mark B. Wells, Barry L. Kurtz:
  Teaching multiple programming paradigms: a proposal for a paradigm general pseudocode. 246-251
  
• Paul A. Luker:
  Never mind the language, what about the paradigm? 252-256
  
• J. Wey Chen:
  Toward an ideal competency-based computer science teacher certification program: the Delphi approach. 257-261
  
• Philip L. Miller:
  A software rotation for professional teachers. 262-267
  
• Newcomb Greenleaf:
  Algorithms and proofs: mathematics in the computing curriculum. 268-272
  
• William A. Marion:
  Discrete mathematics for computer science majors - where are we? How do we proceed? 273-277
  
• Michael K. Mahoney:
  Implementing a GKS-like graphics package on a microcomputer. 278-282
  
• G. Scott Owen:
  Teaching introductory and advanced computer graphics using micro-computers. 283-287