ITiCSE 2012 - 17th Annual Conference on Innovation and Technology in Computer Science Education

 Michael O. Rabin: Never too early to begin: computer science for high-school students

 Lenore Blum: Alan Turing and the other theory of computation.

 David Harel: Standing on the shoulders of a giant: one person's experience of turing's impact.

 Andrew Luxton-Reilly, Paul Denny, Beryl Plimmer, Robert Sheehan: Activities, affordances and attitude: how student-generated questions assist learning.

 Acey Kreisler Boyce, Antoine Campbell, Shaun Pickford, Dustin Culler, Tiffany Barnes: Maximizing learning and guiding behavior in free play user generated content environments.

 Henrik Bærbak Christensen, Aino Vonge Corry: Lectures abandoned: active learning by active seminars.

 Amber Settle, Baker Franke, Ruth Hansen, Frances Spaltro, Cynthia Jurisson, Colin Rennert-May, Brian Wildeman: Infusing computational thinking into the middle- and high-school curriculum.

 David Ginat, Ronnie Alankry: Pseudo abstract composition: the case of language concatenation.

 J. Paul Gibson: Teaching graph algorithms to children of all ages.

 Dinesh P. Mehta, Tina M. Kouri, Irene Polycarpou: Forming project groups while learning about matching and network flows in algorithms.

 J. Ángel Velázquez-Iturbide: Refinement of an experimental approach tocomputer-based, active learning of greedy algorithms.

 Anany Levitin: Digging for algorithmic nuggets in the land of polyominoes.

 André Schäfer, Rainer Brück, Steffen Büchner, Steffen Jaschke, Sigrid E. Schubert, Dietmar Fey, Bruno Kleinert, Harald Schmidt: The empirically refined competence structure model for embedded micro- and nanosystems.

 Michael Goldweber, Renzo Davoli, Tomislav Jonjic: Supporting operating systems projects using the μMPS2 hardware simulator.

 Atanas Radenski: Integrating data-intensive cloud computing with multicores and clusters in an HPC course.

 Paul Denny, Andrew Luxton-Reilly, Ewan D. Tempero: All syntax errors are not equal.

 Leigh Ann Sudol-DeLyser, Mark Stehlik, Sharon Carver: Code comprehension problems as learning events.

 André Santos: An open-ended environment for teaching Java in context.

 Michael Hilton, David S. Janzen: On teaching arrays with test-driven learning in WebIDE.

 Christopher Brown, Robert Pastel, Bill Siever, John Earnest: JUG: a JUnit generation, time complexity analysis and reporting tool to streamline grading.

 Kevin Buffardi, Stephen H. Edwards: Exploring influences on student adherence to test-driven development.

 Osvaldo Luiz Oliveira: Statistical evidence of the correlation between mental ability to compute and student performance in undergraduate courses.

 Taly Sharon, Paul Kingsley: Grade inflation, what students value, and the necessity of suffering.

 Jonathan Y. H. Poon, Kazunari Sugiyama, Yee Fan Tan, Min-Yen Kan: Instructor-centric source code plagiarism detection and plagiarism corpus.

 Yana Kortsarts, Yulia Kempner: Enriching introductory programming courses with non-intuitive probability experiments component.

 Anabela Jesus Gomes, Álvaro Nuno Santos, António José Mendes: A study on students' behaviours and attitudes towards learning to program.

 Stephen Cooper, Yoon Jae Nam, Luo Si: Initial results of using an intelligent tutoring system with Alice.

 Paul E. Dickson, David I. Warshow, Alec C. Goebel, Colin C. Roache, W. Richards Adrion: Student reactions to classroom lecture capture.

 Bradley N. Miller, David Ranum: Beyond PDF and ePub: toward an interactive textbook.

 Nikolai Tillmann, Michal Moskal, Jonathan de Halleux, Manuel Fähndrich, Judith Bishop, Arjmand Samuel, Tao Xie: The future of teaching programming is on mobile devices.

 Luis Miguel Serrano Cámara, Maximiliano Paredes-Velasco, J. Ángel Velázquez-Iturbide: Evaluation of a collaborative instructional framework for programming learning.

 Vivienne Farrell, Gilbert Ravalli, Graham Farrell, Paul Kindler, David Hall: Capstone project: fair, just and accountable assessment.

 Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide: Comparing the effectiveness of different educational uses of program animations.

 John Mark Pullen: Pros and cons for teaching courses in the classroom and online simultaneously.

 Chris Johnson: SpecCheck: automated generation of tests for interface conformance.

 Ricardo Alexandre Peixoto Queirós, José Paulo Leal: PETCHA: a programming exercises teaching assistant.

 Michal Gordon, Assaf Marron, Orni Meerbaum-Salant: Spaghetti for the main course?: observations on the naturalness of scenario-based programming.

 Iris Zur Bargury: A new curriculum for junior-high in computer science.

 Katelyn Doran, Acey Kreisler Boyce, Samantha L. Finkelstein, Tiffany Barnes: Outreach for improved student performance: a game design and development curriculum.

 Benny Chor, Rani Hod: a topic-based introduction to computer science.

 Khaled Asad, Moshe Barak: Are children capable of learning image processing concepts? Cognitive and affective aspects.

 Carlos Garcia Sanchez, Fernando Castro, José Ignacio Gómez, Christian Tenllado, Daniel Chaver, José Antonio López Orozco: OpenIRS-UCM: an open-source multi-platform for interactive response systems.

 Jagadish M., Sridhar Iyer: A method to construct counterexamples for greedy algorithms.

 Ahuva Sperling, Dorit Lickerman: Integrating AI and machine learning in software engineering course for high school students.

 Alex Gerdes, Johan Jeuring, Bastiaan Heeren: An interactive functional programming tutor.

 Le Xu, Dijiang Huang, Wei-Tek Tsai: V-lab: a cloud-based virtual laboratory platform for hands-on networking courses.

 Yvon Feaster, Farha Ali, Jason O. Hallstrom: Serious toys: teaching the binary number system.

 Zachary Dodds, Ran Libeskind-Hadas, Eliot Bush: Bio1 as CS1: evaluating a crossdisciplinary CS context.

 Amruth N. Kumar: A study of stereotype threat in computer science.

 Hannah Fidoten, Jaime Spacco: What do computer scientists do? A survey of CS and non-CS liberal arts faculty.

 Mercy Maleko, Margaret Hamilton, Daryl J. D'Souza: Novices' perceptions and experiences of a mobile social learning environment for learning of programming.

 Mikko Myllymäki, Ismo Hakala: Choosing a study mode in blended learning.

 Chrystie Myketiak, Paul Curzon, Jonathan Back, Peter W. McOwan, Laura R. Meagher: cs4fn: a flexible model for computer science outreach.

 Christopher Brown, Frederick Crabbe, Rita Doerr, Raymond Greenlaw, Chris Hoffmeister, Justin Monroe, Donald Needham, Andrew Phillips, Anthony Pollman, Stephen Schall, John Schultz, Steven Simon, David Stahl, Sarah Standard: Anatomy, dissection, and mechanics of an introductory cyber-security course's curriculum at the United States naval academy.

 Ronit Shmallo, Noa Ragonis, David Ginat: Fuzzy OOP: expanded and reduced term interpretations.

 Julie Krause, Irene Polycarpou, Cyndi Rader: Formal learning groups in an introductory CS course: a qualitative exploration.

 Manuel Palomo-Duarte, Juan Manuel Dodero, José Tomás Tocino, Antonio García-Domínguez, Antonio Balderas: Competitive evaluation in a video game development course.

 Dennis J. Bouvier, Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders, Tammy VanDeGrift: User interface evaluation by novices.

 Barry Fagin, Dino Schweitzer: MyTuringTable: a teaching tool to accompany Turing's original paper on computability.

 Noa Ragonis: Integrating the teaching of algorithmic patterns into computer science teacher preparation programs.

 John Aycock: μPython: non-majors programming from the very first lecture.

 Debra Goldberg, Dirk Grunwald, Clayton H. Lewis, Jessica A. Feld, Sarah Hug: Engaging computer science in traditional education: the ECSITE project.

 Charles T. Cook, Svetlana Drachova-Strang, Jason O. Hallstrom, Joseph E. Hollingsworth, David P. Jacobs, Joan Krone, Murali Sitaraman: A systematic approach to teaching abstraction and mathematical modeling.

 Chris Stephenson, Steve Cooper, Barbara Boucher Owens, Judith Gal-Ezer: The new CSTA K-12 computer science standards.

 Assaf Zaritsky, Ohad Barzilay: Computer science as a community involvement activity.

 Paul M. Leidig, Michael Goldweber, Barbara Boucher Owens: Assessing the benefits of integrating social issues components in the computing curriculum.

 Charlie Meyer, Michael Woodley: Programming studio: advances and lessons learned.

 Rikki Fletcher, Rocio Guillén: Sample courseware for introductory OO programming.

 Petr Jarusek, Radek Pelánek: A web-based problem solving tool for introductory computer science.

 Jesse M. Heines, Gena R. Greher, S. Alex Ruthmann: Techniques at the intersection of computing and music.

 Edurne Larraza-Mendiluze, Nestor Garay-Vitoria, José Ignacio Martín, Javier Muguerza, Txelo Ruiz-Vazquez, Iratxe Soraluze Arriola, Jose Francisco Lukas,Karlos Santiago: Nintendo® DS projects to learn computer input-output.

 John Impagliazzo: Using professional and ethical themes.

 Arnold Rosenbloom: Breadth first search (animation and obstacle avoidance).

 Elizabeth Ann Patitsas: Teaching labs on pseudorandom number generation.

 André Schäfer, Matthias Mielke, Rainer Brück: Best practices for time-management of student groups with heterogeneous effort.

 André L. Santos: Developing contexts for teaching Java using AGUIA/J.

 Zachary Kurmas: The presenter first design approach.

 Michael Black: A hardware simulator for teaching CPU design.

 Karina Vashta Assiter: Introvert educators: techniques to be effective in the traditional face-to-face CS classroom.

 Tali Dror, Dafna Levi Rashti: The effect of mathematical vs. verbal formulation for finite automata.

 Neomi Liberman, Yifat Ben-David Kolikant, Catriel Beeri: A model of CS teachers' knowledge growth.

 Yonatan Chen, Eran London, Moshe Munk: Cryptography for the million.

 Hanania T. Salzer, Bruria Haberman, Cecile Yehezkel: The scientific method and software testing integrated into the same lesson.

 Yael Mussai, Neomi Liberman: An animation as an illustrate tool for learning concepts in oop.

 Eti Hershkovich, Bruria Haberman: How innovative technology tools can be used to create new methodology for teaching knowledge.

 Stan Kurkovsky: Mobile game development projects in CS 1.

 Muna Baghdadi, Khaled Asad, Jamal Raiyn: Applying advanced technology tools in distance learning: case study: traffic data and road safety.

 Khaled Asad: Junior high school students performing image smoothening and noise filtering by applying mathematical operations.

 Waleed Khalifa: Intuitive thinking while dealing with abstract data types.

 Galit Shriki, Bracha Daum-Reiter: Similarities in CSE and Gemara education.

 Lavy Bunimovich: Teachers' perception of teaching problem-solving strategies to novices.

 Desmond Wesley Govender, Irene Govender: Are students learning object oriented programming in an object oriented programming course? Student voices.

 Carmen Morgado, Fernanda Barbosa: Problem presentation in CS1 courses.

 Mohamed Hamada, Hyato Namae: A learning tool for MP3 audio compression.

 Maria del Carmen Calatrava Moreno: A qualitative framework for comparison and evaluation of computer science doctoral programs.

 Carmen Morgado, Fernanda Barbosa: A structured approach to problem solving in CS1.

 Vsevolod Kuzmitskiy, Boris Davydov: DSS for the group estimating of the graduation papers.

 Robert Law: Using quick response codes for student interaction during lectures.

 Zachary Kurmas: Zawilinski: helping beginning programmers conduct mediawiki-based research.

 Zachary Kurmas: Kielce: configurable HTML course documents.

 Nikolai Tillmann, Judith Bishop: Teaching programming on a mobile device.

 Arkady Retik: Visual search with deep zoom to explore curriculum resources interactively.