Overall Classification |
|
|
|
|
Experience Report |
|
|
an idea or course that worked well and is recommended to others |
|
Research Study |
|
|
qualitative, case study, experimental, quasi-experimental, etc. |
|
Philosophical |
|
|
thought pieces arguing a direction or notion for curriculum, course, or field |
|
Tools |
|
|
Manuscripts in this area typically discuss course development software, like Blackboard or WebCT, & web-based course development software, laboratory content development software, grading programs, idea management software, etc. This topic area can include techniques and courses created using course development software. |
|
|
| Course Related Areas |
|
|
|
|
Algorithms |
|
|
The real world performance of any software system depends on only two things: (1) the algorithms chosen and (2) the suitability and efficiency of the various layers of implementation. Good algorithm design is therefore crucial for the performance of all software systems. Moreover, the study of algorithms provides insight into the intrinsic nature of the problem as well as possible solution techniques independent of programming language, programming paradigm, computer hardware, or any other implementation aspect. |
|
Architecture |
|
|
The computer lies at the heart of computing. All students of computing should acquire some understanding and appreciation of a computer system's functional components, their characteristics, their performance, and their interactions. There are practical implications as well. Students need to understand computer architecture in order to structure a program so that it runs more efficiently on a real machine. In selecting a system to use, they should to able to understand the tradeoff among various components, such as CPU clock speed vs. memory size. |
|
Artificial Intelligence |
|
|
The field of artificial intelligence (AI) is concerned with the design and analysis of autonomous agents. An intelligent system has to perceive its environment, to act rationally towards its assigned tasks, to interact with other agents and with human beings. These capabilities are covered by topics such as computer vision, planning and acting, robotics, multi-agent systems, speech recognition, and natural language understanding. Furthermore, artificial intelligence provides a set of tools for solving problems that are difficult or impractical to solve with other methods. These include heuristic search and planning algorithms, formalisms for knowledge representation and reasoning, machine learning techniques, and methods applicable to sensing and action problems such as speech and language understanding, computer vision, and robotics, among others. |
|
Compilers/Programming Languages/Paradigms |
|
|
Topics related to the theory or techniques related to translation of programs from one notation to another, the design and implementation of languages, and the design tradeoffs between different paradigms |
|
Computational Science |
|
|
This topic area offers exposure to many valuable ideas and techniques, including precision of numerical representation, error analysis, numerical techniques, parallel architectures and algorithms, modeling and simulation, and scientific visualization. Topics may also include bioinformatics, optimization problems, economic forecasting, etc. |
| |
|
|
CS1/2 |
|
|
This category includes topics in areas whose skills and concepts are essential to programming practice independent of the underlying paradigm. This area includes topics on fundamental programming concepts, testing and debugging, basic data structures, and algorithmic processes. It can include discussions of learning in any of the programming paradigms. |
|
Database |
|
|
Information Management plays a critical role in almost all areas where computers are used. This area includes the capture, digitization, representation, organization, transformation, and presentation of information; algorithms for efficient and effective access and updating of stored information, data modeling and abstraction, and physical file storage techniques. It also encompasses information security, privacy, integrity, and protection in a shared environment. |
|
Data Structures |
|
|
Topics related to fundamental data structures, their use and/or implementation, and techniques and strategies for choosing the best structure for a problem |
|
Discrete Mathematics |
|
|
Discrete structures is foundational material for computer science. Discrete structures includes important material from such areas as set theory, logic, graph theory, probability theory, and combinatorics. The material in discrete structures is pervasive in the areas of data structures and algorithms but appears elsewhere in computer science as well. For example, an ability to create and understand a formal proof is essential in formal specification, in verification, and in cryptography. Graph theory concepts are used in networks, operating systems, and compilers. Set theory concepts are used in software engineering and in databases. |
|
Distributed/Parallel Computing |
|
|
This category includes views of different architectures including SIMD, MIMD, VLIW, and EPIC. Topics include interconnection networks, shared memory systems, cache coherence, memory models and memory consistency. It may also include the impact of architectural issues on distributed algorithms. |
| |
|
|
Games |
|
|
This category includes the use of computer games to teach fundamental and advanced concepts of computing. It also includes courses that focus on the design and development of computer games that prepare students for possible careers in the computer game industry. |
|
Graphics/Visualization |
|
|
Areas encompassed by Graphics and Visualization include Computer graphics. Computer graphics is the art and science of communicating information using images that are generated and presented through computation. The goal of computer graphics is to engage the person's visual centers alongside other cognitive centers in understanding. Visualization. The field of visualization seeks to determine and present underlying correlated structures and relationships in both scientific (computational and medical sciences) and more abstract datasets. Virtual reality. Virtual reality enables users to experience a three-dimensional environment generated using computer graphics, and perhaps other sensory modalities, to provide an environment for enhanced interaction between a human user and a computer-created world. |
|
Human-Computer Interaction |
|
|
Human Computer Interaction includes such topics as building a simple graphical user interface, human-centered software evaluation and development, graphical user interface design and programming, and aspects of multimedia systems, collaboration, and communication. Emphasis in HCI is placed on understanding human behavior with interactive objects, knowing how to develop and evaluate interactive software using a human-centered approach, and general knowledge of HCI design issues with multiple types of interactive software. |
|
Networking |
|
|
Recent advances in computer and telecommunications networking, particularly those based on TCP/IP, have increased the importance of networking technologies in the computing discipline. Net-centric computing covers a range of sub-specialties including: computer communication network concepts and protocols, multimedia systems, Web standards and technologies, network security, wireless and mobile computing, and distributed systems. |
|
Operating Systems |
|
|
An operating system defines an abstraction of hardware behavior with which programmers can control the hardware. It also manages resource sharing among the computer's users. These topics address both the use of operating systems (externals) and their design and implementation (internals). Many of the ideas involved in operating system use have wider applicability across the field of computer science, such as concurrent programming. |
| |
|
|
Real Time/Embedded Systems |
|
|
Theory or techniques related to computing subject to time or physical constraints. For example, real-time scheduling, interfacing computers to sensors or actuators, control theory and feedback, etc. |
|
Security |
|
|
This category includes the theory and application of access control to computer systems and the information contained therein; also, the organizational activities associated with the selection, procurement, implementation, configuration, and management of security processes and technologies for IT infrastructure and applications. |
|
Software Engineering |
|
|
Software engineering is the discipline concerned with the application of theory, knowledge, and practice for effectively and efficiently building software systems that satisfy the requirements of users and customers. Software engineering is applicable to small, medium, and large-scale systems. It encompasses all phases of the life cycle of a software system. Software engineering employs engineering methods, processes, techniques, and measurement. It benefits from the use of tools for managing software development; analyzing and modeling software artifacts; assessing and controlling quality; and for ensuring a disciplined, controlled approach to software evolution and reuse. |
|
Theory |
|
|
Topics in this category include automata theory, abstract machines, finite state machines, Turing machines, grammars, regular, context-free, and recursively enumerable languages. Complexity theory, decidability, the problem classes P and NP. This area also may be used for logic-based methodologies, such as program verification, reasoning from specifications and assertions, and rigorous attention to loop invariants. |
|
|
| General Topic Areas |
|
|
|
|
Active Learning |
|
|
Topics related to active learning methods in and out of the classroom. Active learning activities, kinesthetic learning activites, cooperative, collaborative, problem-based, and project-based learning are all appropriate for this category |
|
Accessibility |
|
|
This category covers topics on how CS students are taught to make their software and hardware solutions accessible for all. It also covers topics on students with special needs in the CS classroom. |
|
AP/IB Courses & Curricula |
|
|
The Advanced Placement and International Baccalaureate Diploma programs both provide detailed course descriptions and methods for assessment for a range of subjects in high school. In each case, the programs provide guidance to high schools and mechanisms for students to receive college credit for work done at the secondary-school level. Work submitted under this category normally should related to AP or IB courses in computer science rather than other fields. |
|
Assessment |
|
|
Efforts to measure the effectiveness of computer science courses or instruction. May include reports on specific assessment project projects, general assessment techniques, etc. |
|
Classroom Management |
|
|
Topics in classroom management include classroom organization, discipline problems, large classes vs. small classes, student and teacher relationship in the classroom, cooperative learning, course evaluations, and classroom technology. |
|
Communication Skills |
|
|
Topics include developing and assessing written assignments, strengthening oral presentations, reviewing articles, writing research papers, and identifying opportunities for students to practice both their written and oral skills. |
| |
|
|
Computers and Society |
|
|
This category deals with the social context and social impact of computing. Online etiquette and responsible computer usage, the consequences of virtual communities, electronic surveillance techniques, computer access issues, reliance on expert systems and artificial intelligence for decision-making and information retrieval, and digital intellectual property rights are some of the topics that may be addressed in a general education course, or as components of an introductory CS course. Additionally, service-learning opportunities within a traditional CS course can serve to sensitize students to the social context of computing, and contribute to their development into well-rounded computer professionals. |
|
CS Ed Research |
|
|
CS Ed Research manuscripts can discuss educational research methodologies, inventory instruments, assessment of educational research, synergy between CS Ed research and educational research in other disciplines, including transfer of ideas into and out of CS Ed research, and improving the visibility of CS Ed Research within the academy. |
|
Curriculum Issues |
|
|
Curricular Issues relates to any larger issues in the computer science curriculum. This can include implementing Computing Curricula 2001, core undergraduate courses in computer science and discrete mathematics, liberal arts issues, CSAB certification, transfer credits, two-year college curricula. |
|
Distance Education |
|
|
Distance Education is instructional delivery that does not constrain the student to be physically present in the same location as the instructor. This category includes topics in web-based learning, course organization, grading, email contacts, multimedia presentations, accreditation of distance learning programs. |
|
Ethics |
|
|
When computer ethics topics are addressed in a dedicated, stand-alone course, students learn theories and techniques of ethical analysis, applied and professional ethics, and are introduced to a variety of professional computing codes of ethics. Computer ethics, as a specialized field of applied ethics, is defined. Topics such as privacy, reliability, intellectual property issues and problems of access to computing are subjected to ethical analysis. Issues of pedagogy and faculty development are critical. |
| |
|
|
Gender and Diversity |
|
|
This category includes topics on the under-representation of women and minorities in computer science, the recruitment of women majors, improving diversity in the professoriate and among Computer Science majors, programs in middle and high schools, studies on the social implications of the under-representation of women and minorities, support for under-represented groups in the CS classroom etc. |
|
Graduate Studies |
|
|
Topics related to instruction of graduate students |
|
History of Computing |
|
|
Students benefit from being exposed to the historical foundations of our discipline. These foundations include the technology and the people who contributed to its development, and its impact on society. |
|
Information Systems |
|
|
Information Systems is an applied discipline that studies the processes of the creation, collection, storage, operation, and social contexts and consequences of systems that manipulate information, especially within an organizational context. The scope of the information systems area is therefore broad, and encompasses both organizational and technical matters. It involves analysis of requirements of systems, their conception, design, construction, implementation, operation and management; also their evaluation, social consequences and justification. |
|
Information Technology |
|
|
Information Technology is the use of hardware, software, services, and supporting infrastructure to manage, transform, and deliver information using voice, data, and video. It includes topics in system administration, certification, hardware and software support issues and techniques. It may also include creating solutions to customer problems through the use of third-party software. |
|
Instructional Technologies |
|
|
This category includes discussions of innovative pedagogical applications of new technologies such as laptop, wireless, and mobile computing. |
|
K-12 Instruction |
|
|
Topics related to introducing and teaching computer science concepts at the K-12 level along with training for teachers in K-12. |
| |
|
|
Laboratory Experience |
|
|
This category includes both topics in the physical layout of a computer laboratory and in how those facilities are used in support of CS courses. Topics include open versus closed labs, physical environment, programming environments, laboratory layout and design, workstations, lecturing facilities in laboratories, use of student assistants, etc. |
|
Multimedia |
|
|
Multimedia is the seamless integration of text, graphics, sound, images and control software to navigate, interact, create and communicate within a single information environment. |
|
New Curriculum/Program/Degree Initiatives |
|
|
Topics related to new degrees, programs or areas within the computer science area (e.g., biocomputing, forensics). |
|
Non-majors |
|
|
This category includes courses for non-majors, course content, different pedagogical techniques for courses for non-majors, programming languages in non-majors courses, and CS0. |
|
Non-traditional Students |
|
|
Non-traditional students are students outside the traditional 18-22 year-old age range for undergraduates, who may not have the same formal entry qualifications as school leavers. This also includes part-time students of any age. Topics may include different learning styles, assimilating non-traditional students into the classroom, transfer credits, etc. |
|
Object-Oriented Issues |
|
|
This category can cover a broad range of topics, all related to object-oriented analysis, design, and programming. The topics can include software quality, reusability, ADTs, inheritance, concurrency, scope, design patterns, OO databases, teaching OO methodologies, etc. |
| |
|
|
Outreach |
|
|
Topics related to introducing and showcasing the value of computer science to a wider audience. Examples include recruiting at the high school level, communication with other disciplines, and packaging examples of computer science for popular culture. |
|
Professional Practice |
|
|
This category includes areas of professional communications, the organizational context (including teamwork concepts and issues), whistle-blowing, intellectual property rights, privacy and legal issues. Salient ethical and professional issues pertaining to a particular subfield of computing (e.g., privacy and databases, security and networks, reliability and operating or real-time systems) can be effectively integrated into relevant courses across the CS curriculum. |
|
Student Research/Capstones/Internships |
|
|
The Undergraduate Research and Capstones category includes projects and courses that involve undergraduates in faculty research, senior seminar courses, capstone and honors project courses, and independent studies. Research Experience for Undergraduate (REU) programs are included as well as funding for such programs. |
|
Web-based Techniques |
|
|
Web-based techniques and services include those topics related to web services, web programming techniques, client-side and server-side programming, web standards, web page design issues, human interface issues peculiar to the web, etc. |
|
Computing for Sustainability |
| Green IT |
| Social informatics |
| Other (Use only if nothing else fits at all, since selection of "Other" provides almost no information to assist the Conference Committee in the quality reviewing of the submission.) |
|
|
|
|
Not Related To This Conference |
|
|
In reading a paper, a reviewer may determine that the content of the paper does not fit this conference.This judgment is independent of the relative strengths or weaknesses of the paper -- the paper could be excellent or terrible. However, the reviewer believes that the paper does not address issues of interest to SIGCSE members and, perhaps, should be submitted to another type of conference. |
|
|
|
