This special session is devoted to identifying the CS education papers of the 20th century that have had the greatest influence on our practice of CS education today. The point is not primarily to produce the list of papers; rather it is to derive criteria, principles, and practices for identifying valuable contributions to CS education. This will provide a basis for establishing of awards or other recognition for influential contributions to CS education; it may also clarify the criteria for reviewing all papers. Invited participants will identify influential papers and their criteria for selecting them; the audience will also be encouraged to nominate papers and propose selection criteria. The results of this session will be communicated to the SIGCSE leadership, who will decide whether, and how, to implement any actual awards.

No abstract available.

The goal of this panel is to examine the following questions with the audience:

Writing my first textbook was an eye-opening experience. I had to dig deep. I had ideas I was excited about and found others that were excited about them as well. I also found strong opposition to my approach, which was difficult for publishers to evaluate. My experience raised a number of questions that I have outlined below. These questions range from personnel motivation to future trends in computing. I have gathered a panel of respected authors. I have asked each to respond to some of these questions. Time will also be available for the audience to ask questions and share their own experiences.

We hope to alert attendees of this panel to a number of aspects of CS education research:• previous work that provides good models for future research;• current projects and results;• areas that deserve more inquiry;• questions for which research is unlikely at the moment to yield useful information.The panel is aimed at people who don't need to be convinced about the value of CS education research, but who perhaps are unfamiliar with what's happening or how they might get involved themselves.

No abstract available.

An experimental research design was implemented in an attempt to understand how different types of conceptual models and cognitive learning styles influence novice programmers when learning recursion. The results indicate that in teaching recursion to novice programmers:• concrete conceptual models are better than abstract conceptual models,• novices with abstract learning styles perform better than those with concrete learning styles,• abstract learners do not necessarily benefit more from abstract conceptual models, and• concrete learners do not necessarily benefit more from concrete conceptual models.

No abstract available.

article Free Access Share on Evaluation: turning technology from toy to tool: report of the working group on evaluation Authors: Vicki L. Almstrum The University of Texas at Austin The University of Texas at AustinView Profile , Nell Dale The University of Texas at Austin The University of Texas at AustinView Profile , Anders Berglund Uppsala University, Sweden Uppsala University, SwedenView Profile , Mary Granger The George Washington University The George Washington UniversityView Profile , Joyce Currie Little Towson State University Towson State UniversityView Profile , Diane M. Miller University of Southern Mississippi University of Southern MississippiView Profile , Marian Petre Open University, UK Open University, UKView Profile , Paul Schragger Villanova University Villanova UniversityView Profile , Fred Springsteel University of Missouri University of MissouriView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 28Issue SI1996 pp 201–217https://doi.org/10.1145/237477.237648Published:01 January 1996Publication History 22citation906DownloadsMetricsTotal Citations22Total Downloads906Last 12 Months38Last 6 weeks3 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

No abstract available.

No abstract available.

Current research on Intelligent Tutoring Systems (ITSS) has not presented a substantial student model which can be generalized to all ITSS.The purpose of this study was to design, tes~and implement a quantitative student model (S yang, 1992) called the Angel Model to measure programming abilities of undergraduate students who have taken the first Computer Science course.This model (Angel Model) met the criteria for using an Item Response Theory (IRT) model; therefore, the data can be used for developing an IRT based Computerized Adaptive Testing (CAT) system to measure students' programming abilities at the completion of a CS 1 course.An important implication of this study is that when students' understanding of a domain (e.g., Computer Science, Chemistry, and Physics) can be built quantitatively, a computerized adaptive test can then be developed effectively to measure students' abilities in that domain.Hence, the quantitative student model can provide an Intelligent Tutoring System with knowledge about students' abilities in that domain.

Our answer to the question in the title is the abstract data type (ADT) priority queue, the workhorse of data types.We can make it do the work of a stack and a FIFO queue, we can use it to simulate other structures in classic algorithms, and we can implement it so that the operations are no worse than O(logN).In this paper we will look at the ADT priority queue from three perspectives: specification, implementation, and application.We specify its behavior using an abstract model, analyze alternate implementations using Big-O notation, and use it to implement four classic graph algorithms, SPECIFICATION OF ADT PRIORITY QUEUEThere are two techniques currently used to specify abstract data types: axiomatic specifications and abstract models.We use an abstract model because it is the more familiar technique.'Abstract modelling uses the operations of one abstract data type (called the underlying model) to describe the semantics of another abstract data type.The underlying model must be a well-defined mathematical data type or an abstract data type that has previously been defined axiomatically.Here, we use a bag (a multiset) as the underlying model in the specification of the ADT priority queue PQ of type PQType.

No abstract available.

Karan Wieckert will outline the process, conclusions and recommendations of a report published in February of 1983 by the female graduate students and technical staff in computer science and artificial intelligence at the Massachusetts Institute of Technology. Incidents of subtle discrimination from the laboratory work environment will be described as well as general assumptions which give rise to these problems. Also, the effects these incidents have upon women and recommendations for alleviating the problems will be presented.

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.

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.

In September, 1979, an international delegation of computer scientists visited the People's Republic of China. This paper reviews the sub-stance of discussions between this group and their Chinese counterparts and gives the impressions of the visiting scientists based on this interaction.

A serious problem facing Computer Science educators is deciding what type of computer resource(s) needs to exist in order to serve Computer Science students. Should these resources include Time-Sharing, micro-processors, one large dedicated computer, and so forth? What are colleges and universities doing to attack this question? A panel of faculty from several colleges and universities of Computer Science education will present views and insights. There will be time for questions and answers from the audience.

The development of generalized database management capabilities has been one of the most dynamic areas of computer technology in recent years. It not only presents the computer specialists with a range of technical and theoretical problems of substantial interest, but has direct and visible impact upon the operations of organizations and upon the environment of the individual in an increasingly information oriented society. Accordingly, an introduction to the technology of database management is not only relevant for the computer scientist but to managers, administrators and everyone concerned with the problems of information processing.

A class of external schemas derivable from a tree structured main schema is identified. It is shown that the properties of this class of schemas permit the construction of a processing interface such that predicates defined on an external schema can be evaluated in an occurrence structure disciplined by the main schema.