Workshop Program SIGCSE 2001

The SIGCSE Workshop Program is a crucial component of the annual symposium. Workshops serve to share and disseminate new and emerging methodologies and ideas to others in the community. Each year, more than half the attendees to the symposium participate in one or more workshops.

Participation in one the twenty-six workshops requires a fee that is in addition to the conference registration fee. All workshops will take place at the Charlotte Convention Center, except for those including a hands-on laboratory component. These hands-on workshops will be held in downtown business buildings located within walking distance of the Convention Center.

Pre-registration is strongly recommended. Assignment of attendees to workshops will be on a first-come, first-serve basis. If we are not able to place you in your preferred workshop, you will be contacted and given an opportunity to register for a different workshop. Workshop registration can also take place on site.

Wednesday, February 21, 2001
7:00pm to 10:00pm

#1 Teaching OOP in Java with an Artificial-Life Framework
Richard E. Pattis, Carnegie Mellon University
This workshop is full.

In this workshop, I will introduce participants to a "top-down" method of teaching Oop in Java using an Artificial-Life (A-Life) Framework/API. First, we will run various simulations and overview the major classes in this framework (in UML). Then, we will dissect several simulations while reading class documentation (in JavaDoc). Finally, we will apply this knowledge by designing and implementing a few small A-Life simulations in Java - mostly by extending classes via inheritance and implementing class interfaces. This framework approach was developed to allow a quick introduction to the most important OOP concepts and Java programming features. It emphasizes writing many small classes (controlled by the framework), requiring minimal control/data structures, buy allowing for the construction of algorithmically and graphically interesting simulations.

#2 Mathematical Modeling, Conceptualization, and Visualization using Spreadsheets
Deane Arganbright, University of Tennessee-Martin

Spreadsheets provide an excellent means for using computers to implement mathematical algorithms, to stimulate creative approaches for teaching mathematical and modeling concepts, and to visualize mathematics through animated graphics. New, innovative approaches for using spreadsheets effectively for these purposes in diverse areas of the mathematical sciences, including linear algebra, operations research, numerical analysis, statistics, and computer science are shown using Microsoft Excel.

#3 CS Team Building Through Cooperative Learning
Dorothy Deremer, Montclair State University

Cooperative learning, developed by the Johnson's and colleagues at the University of Minnesota in the l960s, is a teaching and learning paradigm in which small groups of students work together to achieve faculty defined team building and academic goads. The workshop defines and implements cooperative leaning with examples in computer science.

#4 Understanding Database Connectivity Options of Visual Basic
William R. Adams, University of New Haven
Allana R. Adams, Sacred Heart University

Visual basic is an excellent tool for providing a visual front-end interface to new or legacy databases. The VB environment offers a myriad of connectivity options. This workshop is intended to clarify and evaluate the connectivity methods described by the confusing acronyms DAO, RDO, ODBC, ADO and OLE DB. Each method of connectivity will be discussed in detail for several db engines and a demonstration and complete code will be provided for the format of the various SQL commands: insert, update, delete and select. Participants should have some experience programming in the VB environment.

#5 Web Based Instruction Management Tools
Jacobo Carrasquel, Carnegie Mellon University
Wanda Dann, Ithaca College

This workshop is intended for educators who manage courses with large enrollments (e.g., CS1 & CS2) and wold like to make effective use of web based instruction management tools. The tools can be used for on-site or distance learning courses. Participants should be familiar with HTML, MS Excel, and basic design of web pages.

#6 An Introduction of XML
Aaron Gordon, Metropolitan State College of Denver
This workshop is full.

XML, which stands for eXtensible Markup Language, defines a method for marking up text which separates content from presentation. This workshop will: 1) introduce XML, 2) show how DTDs are used to define the structure of an XML document, 3) show how XSL can be used to define the presentation of XML document, 4) show how XSLT can be used to transform and XML document (to another form such as HTML), and 5) describe how XML data can be parsed and used in other programs.

Friday, February 23, 2001
7:00pm to 10:00pm

#7 Using the AP Marine Biology Case Study to Teach CS1 and CS2
Alyce Brady, Kalamazoo College
Joseph Kmoch, Washington High School
Kathleen Larson, Kingston High School
Christopher H. Nevison, Colgate University

The Marine Biology Case Study provides an excellent vehicle for introducing and exploring a number of CS1/2 concepts. Class design, object orientation, using class interfaces and simulation techniques are interwoven with traditional topics. Presenters will demonstrate how they are using the case study in their courses. Participants will take home teaching strategies, lesson plans and assignments that can be used immediately in their courses.

#8 Toy Are Us: Improving Instruction with Toys in the Computer Science Classroom
Paolo Bucci, Ph.D, The Ohio State University
Joe Hollingsworth, Ph.D, Indiana University Southeast
Tim Long, Ph.D, The Ohio State University
This workshop is full.

We have found the use of physical manipulatives, such as children's stacking cups and Lego blocks, to be amazingly effective at helping students learn algorithms, data structures, math concepts, etc. Armed with manipulatives when we come to class, we have seen instruction time decrease, and performance on take-home labs improve. The goal of this workshop is to teach computing educators how to incorporate manipulatives into their curriculum so that their students can benefit from this hands-on method of learning.

#9 Teaching Computer Ethics Scenarios Across the Computer Science Curriculum
Florence Appel, Saint Xavier University
Frances Grodzinsky, Sacred Heart University
Gloria Childress Townsend, DePauw University

All traditional computer science courses present opportunities for educators to raise issues of ethical and social concern, but most computer scientists have no formal training or experience in presenting this critical aspect of computer science. This workshop will provide participants with a variety of computer ethics scenarios, and enable them to practice using interactive teaching methodologies and tools of ethical analysis.

#10 Ultra Fast Interactivity on the Web Using Macromedia Flash
Sandra Honda Adams, Sacred Heart University
Robert McCloud, Sacred Heart University
This workshop is full.

This hands-on workshop using Macromedia's Flash, one of the most widely used vector technologies for the Web, will enable the participants to create attractive resizable, and extremely small and compact vector artwork and navigational interfaces, technical illustrations, long form animations, and other interesting effects for their Web sites. See how Flash vector technologies help to overcome our bandwidth problem.

#11 Interpreter Based Assignments for a Standard Programming Languages Course
John Barr, Ithaca College
Laurie Smith King, College of the Holy Cross
Ben Coleman, The College of William and Mary

This workshop will demonstrate how to use MuLE (Multiple Language Environment) based projects in a programming languages design and implementation course. MuLE is a software tool (consisting primarily of four languages from different paradigms) developed to support combining the comparative and interpretive approaches to teaching the programming languages course. MuLE projects vary from small labs to programming a component within a larger existing program to programming in the large.

#12 Understanding and Developing Assessment Materials for CSAB Criteria 2K
Janet Hartman, Illinois State University
Doris K. Lidtke, Towson University
Allen Parrish, The University of Alabama
Larry Jones, Carnegie Mellon University
Ken Martin, University of North Florida
This workshop is full.

The program assessment criteria in CSAB Criteria are vastly different from the 1996 criteria. This workshop is intended to help participants prepare for the evaluation of program assessment at their institutions. Topics will include: overview of the Criteria 2000 criteria for assessment, differences from the 1996 criteria, strategies for the development of computer science program objectives, sources of data for measuring program objectives, presentation of data that document program objective have been met, shared experiences of evaluators who have made Criteria 2000 accreditation visits, and initial trends observed in visits to schools visited under Criteria 2000.

Saturday, February 24, 2001
1:30pm to 4:30pm and 6:00pm to 9:00pm

#13 Teaching Introductory Object-Oriented Programming with Java - Dangers, Traps and a Road Map (FULL DAY)
Michael E. Caspersen, University of Aarhus, Denmark
Michael Kolling, Monash University, Australia
John Rosenberg, Monash University, Australia
This workshop is full.

Object-oriented languages have been taught for some time at universities. The most common approach has been to teach those constructs required for imperative programming first and to introduce the notion of classes and objects somewhat later in the course. More recently, many educators have been promoting the notion of teaching about classes and objects first. This helps students to adopt the object-oriented paradigm at an early stage and encourages them to focus on the application structure before beginning coding. Most new textbooks have followed such an approach. This workshop will discuss many of the problems that teachers face in teaching an introductory object-oriented programming course with Java, suggest solutions and provide many examples of teaching techniques, exercises and problems that may be used in such a course.

Saturday, February 24, 2001
1:30pm to 4:30pm

#14 Introduction to Java for High School Teachers
Richard Kick, Hinsdale Central High School
This workshop is full, but there is a second offering, see Workshop #27

The purpose of this workshop is to provide Advanced Placement Computer Science teachers with an opportunity to acquire and use programming tools that allow them to teach computer science using the Java programming language. It is my intent to provide examples on how the Java language can be used to enhance high school computer science programs by allowing students to create Java program prior to entering an advanced placement course. We will also explore how Java can be used to teach concepts that are currently part of the Advanced Placement curriculum, as well as topics that may appear in future versions of the syllabus.

#15 Remote Method Invocation in Java
Barry Burd, Drew University

The core Java specification provides for code running on one computer. But distributed computing requires that code running on one computer call code running on another. Sun's RMI tools provide standard ways for one Java Virtual Machine to invoke a method running on another Java Virtual Machine. This raises important issues concerning multi-threaded applications, networked connections, the handling of exceptions, and object encapsulation.

#16 Developing and Troubleshooting Active and Cooperative Learning Exercises
Jeffrey J. McConnell, Canisius College

This workshop involves attendees in the development and troubleshooting of active and cooperative learning exercises. Participants will be asked to bring and share exercises that have been successful as well as those that have been less than successful.

#17 The Computer Graphics Programming Course
Steve Cunningham, California State University Stanisluas

This workshop will introduce attendees to some developments in the beginning computer graphics course that have been made possible by recent progress in graphics systems and hardware. It will also describe an approach to this course that includes a focus on graphics programming, on modeling based on scene graphs, on interactive and animated programs, and on science-based projects and visual communication.

#18 Intellectual Property Law Basics for Computer Science Instructors
David G. Kay, University of California

An introduction to the basics of intellectual property law (patents, copyrights, trade secrets, trademarks) designed to give computer science instructors a framework for answering student questions, debunking misconceptions, and understanding how the law and computing interact.

Saturday, February 24, 2001
6:00pm to 9:00pm

#19 The Life and Times of a Mouse Click
Timothy Fossum, University of Wisconsin - Parkside
Stuart Hansen, University of Wisconsin - Parkside

Event driven programming is emerging as a dominate software paradigm. In this workshop we introduce a comprehensive model for events. We apply this model to the processing of a mouse click, from its inception at the hardware interrupt level, software layers, ending at application code. At each layer, we will illuminate event handling by example and participant coding.

#20 JBoxes: A Visible Java-Like Pedagogic Programming Environment
Judy Gurka, Metropolitan State College of Denver
Jerry Shultz, Metropolitan State College of Denver

Jboxes is a programming environment specifically built for teaching beginning programming. Within one integrated paradigm, it allows creation and execution of programs in a language with semantics very similar to a subset of Java that is appropriate for beginners. Participants will learn how to use this software, will use it to create some programs, and will discuss how to effectively use it in teaching.

#21 Java Servlets: A QuickStart for CS Educators
Kathryn F. Gates, PhD, University of Mississippi
Dawn E. Wilkins, PhD, University of Mississippi

This workshop is designed to give CS educators, who have a working knowledge of Java, a good introduction to Java servlets. The servlet architecture and life cycle will be explained, and examples will be provided to demonstrate the use of the Java Servlet API. Advanced features including accessing databases through a servlet and session tracking will be covered. Setting up Java servlet development environment for student will also be addressed.

Sunday, February 25, 2001
8:00am to 11:00am

#22 JavaServer Pages
Barry Burd, Drew University

Using JavaServer Pages, you combine program logic and HTML tags to create a dynamic Web pages. You can respond to HTML forms, access databases and create content on the fly. With Java's most elementary features, you can create useful Web pages. Your students can test their code without being attached to a network. They can install free, lightweight server software on stand-alone computers.

#23 Integrating the Web-Based Course Management System "Blackboard CourseInfo" in Computer Science Courses
Jennifer A. Polack Wahl, Mary Washington College

This workshop will introduce a Web-Based Course Management system, Blackboard CourseInfo. This tool provides an easy method for getting course information online as well as extending an instructor's ability to communicate and interact with students outside of the classroom. The workshop will allow user to organize courses by creating course information in one central location. The presenter will demonstrate two operational courses. The workshop will feature a hands-on component to allow participation by the audience. Participants will create online quizzes, discussion groups, and group information centers. The presenter will demonstrate how the on-line gradebook secures privacy and allows the instructor to easily export and compute final grades.

#24 An Applied Introduction of UML
Matthew Merzbacher, Mills College

This workshop will present the key structures found in the Unified Modeling Language (UML), the standard graphical notation for object-oriented representation of software systems. The easiest way to teach UML is by building a running example and adding features one-by-one. The workshop will conclude with a demonstration of how to convert a UML model into a Java/C++ program or SQL schema.

#25 Teaching JDBC Application Programming with Oracle
Ming Wang, Ph.D., Embry-Riddle Aeronautical University

The workshop will introduce the author's experience teaching JDBC database application programming with templates. The author created them in summer of 1999 and has been successfully using them for three semesters. The templates are each individual complete database programming examples. Based on the templates, students were able to finish their programming assignments and accomplish database application projects. The workshop will illustrate, explain and run the JDBC programming with Oracle 8I server. JDBC connectivity and PL/SQL will be also included.

#26 Computer Networks Basics: What Every Professor Should Know
Curt M. White, DePaul University

Few people today would argue that the topic area of computer networks is not expanding at a phenomenal rate. It is also safe to assume that the importance of introducing computer networks at the undergraduate level is very high. It is our responsibility as computer science educators to prepare our students for this rapidly emerging field of study. To offer this education, we must also be knowledgeable in this area. There exist a number of reasons why computer science and information systems faculty should be computer network savvy: We may have to teach a computer networks course. While we may not be the individual teaching the computer networks course, we may be called upon to introduce these network terminology in other courses. Students will ask us questions which either directly or indirectly relate to computer networks. We use computer networks every day. Why not have a basic understanding of what is going on.

#27 Introduction to Java for High School Teachers
Richard Kick, Hinsdale Central High School

The purpose of this workshop is to provide Advanced Placement Computer Science teachers with an opportunity to acquire and use programming tools that allow them to teach computer science using the Java programming language. It is my intent to provide examples on how the Java language can be used to enhance high school computer science programs by allowing students to create Java program prior to entering an advanced placement course. We will also explore how Java can be used to teach concepts that are currently part of the Advanced Placement curriculum, as well as topics that may appear in future versions of the syllabus.