ACM SIGCSE Bulletin, Volume 38

Volume 38, Number 1, March 2006

Volume 38, Number 2, June 2006

• Sara Saeed Bilal, Fatma Hassan Al Amir, C. Dianne Martin:
  Ethics and professionalism for an IT professional in the UAE. 6-7
  

• Donald Gotterbarn:
  The shinning face of plagiarism: the graying of an issue. 7-8
  

• Tony Clear:
  On the necessity of removing "cruelty" from the teaching of computing. 8-10
  

• John T. Gorgone:
  Graduate curriculum now available. 10-11
  

• Raymond Lister:
  Call me Ishmael: Charles Dickens meets Moby Book. 11-13
  

• Henry MacKay Walker:
  Thoughts about lecturing. 13-15
  

• Robert D. Campbell:
  Information technology: ... a program of study. 15-16
  

• Gordon Davies:
  On the merits of e-learning. 16-17
  

• Peter B. Henderson:
  The Josephus Flavius' problem. 17-20
  

• David Ginat:
  Graph cycles. 20-22
  

• John Impagliazzo:
  Meet our columnists for this issue. 23
  
• Jeffrey J. McConnell:
  Active and cooperative learning: further tips and tricks (part 3). 24-28
  
• Thomas A. Standish, Norman Jacobson:
  Using O(n) ProxmapSort and O(1) ProxmapSearch to motivate CS2 students, Part II. 29-32
  
• LieJune Shiau:
  An application of vector space theory in data transmission. 33-36
  
• Timothy J. Rolfe:
  Las Vegas does n-queens. 37-38
  
• Jens Bennedsen, Michael E. Caspersen:
  Abstraction ability as an indicator of success for learning object-oriented programming? 39-43
  
• Peter Brusilovsky, Jonathan Grady, Michael Spring, Chul-Hwan Lee:
  What should be visualized?: faculty perception of priority topics for program visualization. 44-48
  
• Nell B. Dale:
  Most difficult topics in CS1: results of an online survey of educators. 49-53
  
• Renée McCauley, Christopher W. Starr, Walter Pharr, RoxAnn H. Stalvey, George Pothering:
  Is CS1 better with the same lecture and lab instructor? 54-60
  
• Bradley K. Jensen, Melinda Cline, Carl Stephen Guynes:
  Teaching the undergraduate CS Information Security Course. 61-63
  
• Paul Grisham, Herb Krasner, Dewayne E. Perry:
  Data Engineering education with real-world projects. 64-68
  
• Torben Lorenzen, Hang-Ling Chang:
  MasterMind: a predictor of computer programming aptitude. 69-71
  
• Orit Hazzan, Tami Lapidot:
  Social issues of Computer Science in the "Methods of Teaching Computer Science in the High School" course. 72-75
  
• Daryl H. Hepting:
  Ethics and usability testing in computer science education. 76-80
  
• Aristidis Ilias, Maria Kordaki:
  Undergraduate studies in computer science and engineering: gender issues. 81-85
  
• Chenglie Hu:
  When to use an interface? 86-90
  
• Cindy H. Randall, Barbara Price:
  Desirable attributes for computing graduates: is there agreement? 91-96
  
• Clifford A. Shaffer:
  Experiences teaching a graduate research methods course. 97-101
  
• Rose Shumba:
  The development of a Human Computer Interaction course at a senior synthesis course. 102-104
  
• Yang Wang:
  It is time for a computer application degree. 105-109
  
• Mark Ryan del Moral Talabis:
  Honeynet learning: discovering IT security. 110-114
  
• Gireesh K. Gupta:
  Computer literacy: essential in today's computer-centric world. 115-119
  

• John T. Gorgone, Paul Gray, Edward A. Stohr, Joseph S. Valacich, Rolf T. Wigand:
  MSIS 2006: model curriculum and guidelines for graduate degree programs in information systems. 121-196
  

Volume 38, Number 3, September 2006

Volume 38, Number 4, December 2006

• Sara Saeed Bilal, Habib Al Mutawa, Fatma Hassan Al Amir, C. Dianne Martin:
  Reflections on being a new female IT professional in the UAE. 6
  

• Don Gotterbarn:
  E-voting: a failure of professionalism? 7-8
  

• Tony Clear:
  Google™ - "do no evil": yeah right! 8-10
  

• John T. Gorgone:
  Masters level accreditation for information systems. 10-11
  

• Raymond Lister:
  One room, four meetings. 11-13
  

• Henry MacKay Walker:
  Thoughts on student feedback to help teaching. 13-14
  

• Robert D. Campbell:
  Associate-degree transfer curriculum in computer engineering. 15
  

• Judith Gal-Ezer:
  The open University of Israel: a distance education institution. 16-17
  

• A. Joe Turner:
  What is IFIP? 17-18
  

• Lisa C. Kaczmarczyk:
  The ubiquity of computing may be education's biggest challenge. 18-19
  

• Peter B. Henderson, Rachelle DeCoste, Kevin L. Huggins:
  Preparing to teach discrete math for the first time. 20-21
  

• David Ginat:
  Hidden squares. 22-23
  

• Jeffrey J. McConnell:
  Active and cooperative learning: final tips and tricks (part IV). 25-28
  
• Christa M. Chewar, Kevin L. Huggins, Jean R. S. Blair:
  Avoiding the pratfalls of program assessment. 29-33
  
• Gudmund Skovbjerg Frandsen, Michael I. Schwartzbach:
  A singular choice for multiple choice. 34-38
  
• Michal Armoni:
  On the role of proofs in a course on design and analysis of algorithms. 39-42
  
• Jeffrey A. Stone:
  Using a machine language simulator to teach CS1 concepts. 43-45
  
• Germán González-Morris:
  Further thoughts on backtracking and bounding. 46-47
  
• John Buerck, David Feig:
  Knowledge discovery and dissemination: a curriculum model for informatics. 48-51
  
• Alireza Ebrahimi, Christina Schweikert:
  Empirical study of novice programming with plans and objects. 52-54
  
• Mariana Teif, Orit Hazzan:
  Partonomy and taxonomy in object-oriented thinking: junior high school students' perceptions of object-oriented basic concepts. 55-60
  
• Torben Lorenzen, Abdul Sattar:
  Teach graphics using excel in place of a graphing calculator. 61-63
  
• Henry Neeman, Lloyd Lee, Julia Mullen, Gerard Newman:
  Analogies for teaching parallel computing to inexperienced programmers. 64-67
  
• Abdul Sattar, Torben Lorenzen:
  Develop a shopping mart web application. 68-70
  
• Emmanuel Udoh:
  Teaching database in an integrated oracle environment. 71-74
  
• Mordechai Ben-Ari:
  McKinley's Amazon. 75-77
  
• K. Becker:
  How much choice is too much? 78-82
  
• Timothy J. Rolfe:
  Classroom exercise demonstrating linked list operations. 83-84
  
• Andrew A. Thompson:
  Approaches to recruiting and retaining in computer-science based student organizations. 85-87
  

• Hilary J. Holz, Anne Gates Applin, Bruria Haberman, Donald Joyce, Helen C. Purchase, Catherine Reed:
  Research methods in computing: what are they, and how should we teach them? 96-114
  
• Ursula Fuller, Arnold Pears, June Amillo, Chris Avram, Linda Mannila:
  A computing perspective on the Bologna process. 115-131
  
• Vicki L. Almstrum, Peter B. Henderson, Valerie J. Harvey, Cinda Heeren, William A. Marion, Charles Riedesel, Leen-Kiat Soh, Allison Elliott Tew:
  Concept inventories in computer science for the topic discrete mathematics. 132-145
  
• Raymond Lister, Anders Berglund, Tony Clear, Joe Bergin, Kathy Garvin-Doxas, Brian Hanks, Lewis E. Hitchner, Andrew Luxton-Reilly, Kate Sanders, Carsten Schulte, Jacqueline L. Whalley:
  Research perspectives on the objects-early debate. 146-165
  
• Guido Rößling, Thomas L. Naps, Mark S. Hall, Ville Karavirta, Andreas Kerren, Charles Leska, Andrés Moreno, Rainer Oechsle, Susan H. Rodger, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide:
  Merging interactive visualizations with hypertextbooks and course management. 166-181
  
• Jerry Mead, Simon Gray, John Hamer, Richard James, Juha Sorva, Caroline St. Clair, Lynda Thomas:
  A cognitive approach to identifying measurable milestones for programming skill acquisition. 182-194