2005 Proceeding- Conference Chairs:
- Wanda Dann,
- Tom Naps,
- Program Chairs:
- Paul Tymann,
- Doug Baldwin
- Sponsor:
- sigcse
Welcome to St. Louis for the 36th year of the SIGCSE Technical Symposium on Computer Science Education. We are excited about SIGCSE 2005 and we hope you have as much fun as we have had in planning this event. There is much to see and do with a record number of paper presentations, panels, special sessions, and workshops. We also suggest you take the time to relax and stroll along the Mississippi to visit the famous Gateway to the West arch. Or enjoy a reunion with old friends, find an experienced colleague and discuss topics of common interest over dinner, make plans for collaboration, or meet new friends in the inviting renaissance environment of the conference setting.We are pleased to announce the winners of the two annual SIGCSE awards: Kim Bruce for Outstanding Contributions to Computer Science Education and Andrew McGettrick for Lifetime Service. Kim will give the opening keynote talk on Thursday morning. Other invited speakers for the Symposium are Mordechai (Moti) Ben-Ari and Maria Klawe. You may recall that Moti was the SIGCSE 2004 outstanding contributions award winner but was unable to make his presentation at the symposium in 2004. We are delighted that Moti will be joining us to present his keynote talk on Friday morning. We are also honored that Maria Klawe will present the final keynote address at the luncheon on Saturday.This year we experienced a 4% increase in submitted papers (following on the heels of a 37% increase last year). In all, 330 papers were submitted! Approximately 1650 blind reviews were completed, with each paper receiving at least 4 reviews and most receiving 5 or 6 reviews. An all time high of 104 papers will be presented. All submissions of Panels, Special Sessions, Workshops, Birds of a Feather, and Posters were reviewed carefully and selections were made based on considerations of quality, diversity of topics, and available space. In addition to the technical sessions, and invited talks, we again provide a Thursday first-timer's lunch and the Thursday evening reception. This year, the luncheon will be held Saturday as a culminating event, where the final keynote address will be given. A large exhibit hall is the location of vendor presentations where you can view and experiment with the latest in instructional software, hardware, and publications. Events co-located with the symposium include the SIGCSE Doctoral Consortium, the ACM SIGCSE Student Research Competition, and a CRA-W workshop for women CS educators.
Proceeding Downloads
Using abstractions to make concepts concrete
As instructors we work hard at teaching our students why and how to create appropriate abstractions in order to simplify program design and implementation. Interestingly, we sometimes neglect to take advantage of the fact that we can also use ...
The ACM java task force: status report
- Eric Roberts,
- Kim Bruce,
- Rob Cutler,
- James H. Cross,
- Scott Grissom,
- Karl Klee,
- Susan Rodger,
- Fran Trees,
- Ian Utting,
- Frank Yellin
SIGCSE 2004 marked the official announcement of the ACM Java Task Force, which is working to develop a stable collection of pedagogical resources that will make it easier to teach Java to first-year computing students. The Java Task Force has received ...
A synthesis and ontology of all of computing
In recent years, the discipline of computing has matured to the point of having distinct sub elements, each of which is developing curriculum recommendations, accreditation criteria, conferences, professional societies and publications. In particular, ...
The voice of experience: national science foundation funded projects
The National Science Foundation wants STEM faculty to be able to develop projects that will succeed in attracting funding from NSF programs. For the SIGCSE Symposium audience, this probably means being successful in being funded from the CCLI program. ...
Agile development in computer science education: practices and prognosis
Agile approaches to software development share a particular set of values [2,4]:
Individuals and interactions over processes and tools.
Working software over comprehensive documentation.
Customer collaboration over contract negotiation.
Responding to ...
Taking advantage of national science foundation funding opportunities
This session will highlight programs in the National Science Foundation EHR Division of Undergraduate Education and CISE Division of Computer and Network Systems that are of interest to college faculty, discussing the requirements and guidelines for ...
Status report on the SIGCSE committee on the implementation of a discrete mathematics course
This session is a progress report from the first committee created under the SIGCSE Committee Initiative. The Committee on Implementation of a Discrete Mathematics Course is charged with developing implementation models and materials for the one-...
The concorde doesn't fly anymore
While computing technology has undoubtedly changed the world in which we live, the changes have been exaggerated. Talk of a hi-tech internet-driven revolution during the last decade is inaccurate from a historical perspective: (a) It belittles previous ...
The year in review: changes and lessons learned in the design and implementation of the AP CS exam in Java
The 2004 school year marked significant changes in the Advanced Placement (AP) Computer Science curriculum. Most visibly, Java replaced C++ as the exam-testable programming language. More fundamentally, however, the AP CS curriculum now places a greater ...
Developing resources to support a national computer science curriculum for K-12
This session will continue efforts by the ACM and Computer Science Teachers Association (CSTA) to create a comprehensive body of resources to support the implementation of a national K-12 computer science curriculum. The ACM K-12 Computer Science ...
Objects-early tools: a demonstration
Various software tools have been proposed or developed for use in introductory programming courses. Usually, presentation of a new tool at the SIGCSE symposium occurs when a tool is first developed, leaving it to interested observers to identify success ...
Resolved: objects early has failed
The participants will use a debate format with a provocative thesis to explore the pedagogical approach known as "objects early" or "objects first." By arguing in the affirmative, Elliot Koffman and Stuart Reges will point out concerns that have been ...
SIGCSE special projects showcase
This session showcases the projects that have received support from a SIGCSE Special Project Award in the previous year.
Randomness and probability in the early CS courses
Randomness and probability are essential notions in CS studies. They are invoked and employed in diverse courses at different levels. Although a structured course on these notions does not usually appear early in the curriculum, students and educators ...
Computing accreditation: a new criteria structure and new flexibility
The Computing Accreditation Commission (CAC) of ABET has proposed changes in the structure of the criteria used to accredit computer science and information systems programs. The new structure combines, into so-called "general criteria," components of ...
Increasing the number of women majoring in computer science: what works?
This talk examines approaches taken at a variety of universities and colleges to increase the number of women majoring in computer science. We also discuss the new National Center for Women in Information Technology and its role as a repository for best ...
- Proceedings of the 36th SIGCSE technical symposium on Computer science education
Recommendations
Acceptance Rates
| Year | Submitted | Accepted | Rate |
|---|---|---|---|
| SIGCSE '19 | 526 | 169 | 32% |
| SIGCSE '18 | 459 | 161 | 35% |
| SIGCSE '17 | 348 | 105 | 30% |
| SIGCSE '16 | 297 | 105 | 35% |
| SIGCSE '15 | 289 | 105 | 36% |
| SIGCSE '14 | 274 | 108 | 39% |
| SIGCSE '13 | 293 | 111 | 38% |
| SIGCSE '12 | 289 | 100 | 35% |
| SIGCSE '11 | 315 | 107 | 34% |
| SIGCSE '02 | 234 | 73 | 31% |
| SIGCSE '01 | 225 | 78 | 35% |
| SIGCSE '00 | 220 | 78 | 35% |
| SIGCSE '99 | 190 | 70 | 37% |
| SIGCSE '98 | 201 | 72 | 36% |
| SIGCSE '97 | 177 | 75 | 42% |
| SIGCSE '96 | 205 | 78 | 38% |
| Overall | 4,542 | 1,595 | 35% |