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ORCID7th SIGCSE 1977: Atlanta, GA, USA
- Richard H. Austing:
Proceedings of the 7th SIGCSE Technical Symposium on Computer Science Education, SIGCSE-1 1977, Atlanta, GA, USA, February 2-3, 1977. ACM 1977, ISBN 978-1-4503-7407-1 - R. Brien Maguire, Lawrence R. Symes:
Effect of laboratory facilities on computer science curriculum. 1-5 - Spotswood D. Stoddard:
Minicomputer selection and implementation. 6-12 - Sarma R. Vishnubhotla:
A logical approach to teach digital computer design at logic and systems level. 13-21 - David R. Levine:
"The simple internal procedure as an effective tool in the teaching and practice of structured PL/I". 22-25 - Herman D. Hughes:
A tool designed to facilitate structured programming. 26-30 - Wing Cheung Tam, Stavros N. Busenberg:
Practical experience in top-down structured software production in an academic setting. 31-36 - William R. Haynes, Charles E. Hughes
, Charles P. Pfleeger:
ORACLE a tool for learning compiler writing. 37-52 - Russell J. Abbott:
A do-it-yourself instant compiler.kit. 53-58 - Asad Khailany:
Advanced structured COBOL programming. 59-62 - Frank L. Friedman, Elliot B. Koffman:
Teaching problem solving and structured programming in FORTRAN. 63-68 - Terry E. Weymouth, James T. Perry:
A multiprogramming operating system for a minicomputer. 69-72 - Dale H. Grit, Dennis D. Georg:
A top-down, laboratory based operating system course. 73-76 - Manfred Ruschitzka:
An operating systems implementation project for an undergraduate course. 77-84 - Neal S. Coulter:
Operating systems with POPSS. 85-87 - Robert P. Taylor:
Teaching programming to beginners. 88-92 - Asad Khailany:
Alternative teaching strategy for an introductory computer language course. 93-95 - Dale Bremmer, Bart Childs:
An experience in teaching "cobol?" to graduate engineers. 96-99 - David G. Moursund:
Calculator metaphors, and goals for calculator education in elementary schools. 100-103 - Ian Sommerville:
Machine language programming in an undergraduate computer science curriculum. 104-107 - John Beidler:
A place for assembler in structured programming. 108-112 - Thomas C. Irby:
Teaching software development using a microprocessor laboratory. 113-118 - Teiji Furugori, Paul J. Jalics:
First course in computer science, a small survey. 119-122 - Rodney R. Oldehoeft, R. V. Roman:
Methodology for teaching introductory computer science. 123-128 - Takayuki Kimura:
Recursive programming in english for freshmen. 129-132 - Edith W. Martin, Albert N. Badre:
Problem formulation for programmers. 133-138 - William J. Mein:
Toward the specification of programs. 139-141 - W. Douglas Maurer:
The teaching of program correctness. 142-144 - Moshe Augenstein, Aaron M. Tenenbaum:
Approaches to based storage in PL/I. 145-150 - Depth-first digraph algorithms without recursion. 151-153
- Richard K. Brewer:
Macrognosographics: A reason to keep flowcharting. 154-156 - Mack W. Alford, Pei Hsia, Fred Petry:
A software engineering approach to introductory programming courses. 157-161 - William M. Conner:
A concept-oriented approach to introductory computer science. 162-164 - Leon E. Winslow:
A structured introductory computer science course. 165-167 - Gerald N. Pitts, Barry L. Bateman:
A structured approach to problem solving at the introduction level in computer science. 168-172 - Louise S. Morrison:
Training college faculty members in the educational uses of computers. 173-174 - Michael J. Neill:
Some thoughts on reasons, definitions and tasks to achieve "functional" computer literacy. 175-177 - Edward L. Schulman:
Turning on the undergraduate computer science student: A RE-IPL suggestion. 178-179 - Donald F. Costello, Richard J. Schonberger:
On guiding the business school toward computer literacy. 180-183 - Lawrence J. Mazlack:
Developing computer awareness. 184-187
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