No abstract available.
Conserving the seed corn: reflections on the academic hiring crisis
Computer science departments today face a serious staffing crisis, as faculty and graduate students abandon academia for industry while undergraduate enrollments rise. The current crisis is similar to one that occurred in the early 1980s, which gives us ...
Integration of computer ethics into the CS curriculum: attachment or synthesis
The Impact CS project, described in Dianne Martin's current and previous SIGCSE column, addresses Curriculum 91's mandate "to include the social and ethical implications of computing" in the curriculum. I have two concerns with this mandate. The mandate ...
Approaching MSIS 2000: a new-fashioned graduate model
This column describes the background and process in creating a new graduate IS curriculum model and guidelines for the 21st Century. It also presents an overview of the MSIS program and the curriculum architecture.
A funny thing happened on the way to the formula: demonstrating equality of functions and programs
The concept of a function is arguably one of the most fundamental in computer science. It is frequently also one of the most problematic. In particular, students often have difficulty inferring, in a mathematically well-supported manner, equality of ...
CS1: what should we be teaching?
At the 1998 SIGCSE Technical Symposium a paper, entitled "Providing Intellectual Focus to CS1/CS2," was presented in which the authors argued for a more intellectually-focused approach to the first-year sequence in an undergraduate computer science ...
Distance teaching at Uppsala
This is not a research paper about distance learning or teaching, but rather a chronicle of the author's two-month visit to a department in another country where she taught a course similar to CS2 as a distance learning course. Hence, the title.
An exploration of novice programming errors in an object-oriented environment
When studying a programming language for the first time, the majority of student errors fall into broad (and well-documented) categories [3]. This paper aims to investigate errors made by first year students in Blue: A new, object-oriented language ...
Experience teaching an introduction to DBMS
This paper describes the methodology used to teach an introductory Database Management System course. Although all content description refers exclusively to this class, the methodology can be used to teach other computer science courses. There are ...
Encryption algorithms made natural
Modern cryptographic algorithms such as DES, IDEA are very complex and therefore difficult to learn. Textbooks explain in detail how these algorithms work, but they usually do not explain why these algorithms were designed as they were. In this paper, ...
An asynchronous distance-learning course in data communications and networks
This paper describes the concept of an asynchronous distance-learning course and its application to an elective course, Data Communications and Networks. Goals for the asynchronous course included providing facilities and opportunities for interaction ...
Integrating computer science and information systems
The Master of Science, major in Computing and Information Systems (CIS) is a graduate program offered jointly by the graduate faculties of the Department of Computer Science in the School of Engineering and the Department of Computer Management and ...
The humble fraction
In this paper we examine how trends in programming methodology support the definition of value types. We ask the question have we really advanced in the move from traditional to OO methodologies, have we produced square wheels, or have we just changed ...
Teaching computer graphics using Java
Java provides most of the primitive functions necessary for implementing advanced graphics algorithms. Being a language that is highly portable and concurrent, Java also has all the capabilities of a powerful general purpose programming language ...
Curriculum 2001: bringing the future to the classroom
The discipline of computing encompasses the understanding, design, and use of computers and computational processes. The breadth of the discipline is emphasized in the following quotation from a report issued by the Computing Sciences Accreditation ...
Resources for next generation introductory CS courses: report of the ITiCSE'99 working group on resources for the next generation CS 1 course
- Joseph Bergin,
- Viera K. Proulx,
- Alyce Faulstich Brady,
- Stephen Hartley,
- Charles Kelemen,
- Frank Klassner,
- Amruth Kumar,
- Myles McNally,
- David Mutchler,
- Richard Rasala,
- Rocky Ross
Recommendations
Computer science-education outreach: an interdisciplinary collaboration (abstract only)
SIGCSE '13: Proceeding of the 44th ACM technical symposium on Computer science educationA recent focus in CS education has been at the K-12 level, developing CS and computational thinking skills. Oftentimes CS programs find it difficult to get into schools. At St. Scholastica a unique partnership exists between CS and Education. Together ...
Sharing computer science education ideas: Israeli-Russian collaboration
This article describes a unique Israeli-Russian project, in which Israeli high school computer science (CS) teachers promote curricular reform in the Russian region of Penza, based on the Israeli high school CS curriculum. The reform involves local ...
Computer Science at the Interdisciplinary/Interprofessional Education Crossroad: Informatics at Texas Woman's University (Abstract Only)
SIGCSE '18: Proceedings of the 49th ACM Technical Symposium on Computer Science EducationIt is projected that over 51% of all STEM jobs will be in CS-related fields by 2018 (Georgetown University Center on Education and the Workforce Report). CS4All is the initiative to "empower a generation of American students with the computer science ...
Acceptance Rates
Year | Submitted | Accepted | Rate |
---|---|---|---|
ITiCSE-WGR '17 | 16 | 8 | 50% |
ITiCSE '17 | 175 | 56 | 32% |
ITiCSE '16 | 147 | 56 | 38% |
ITiCSE '16 | 11 | 7 | 64% |
ITICSE-WGR '15 | 7 | 7 | 100% |
ITiCSE '15 | 124 | 54 | 44% |
ITiCSE '14 | 164 | 36 | 22% |
ITiCSE '13 | 161 | 51 | 32% |
ITiCSE -WGR '13 | 4 | 4 | 100% |
ITiCSE '09 | 205 | 66 | 32% |
ITiCSE '08 | 150 | 60 | 40% |
ITiCSE '07 | 210 | 62 | 30% |
ITiCSE '02 | 100 | 42 | 42% |
ITiCSE '01 | 139 | 43 | 31% |
Overall | 1,613 | 552 | 34% |