Ethercom: a study of audio processes and synchronization
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
The design and implementation of the 4.4BSD operating system
The design and implementation of the 4.4BSD operating system
Operating systems (3rd ed.): internals and design principles
Operating systems (3rd ed.): internals and design principles
Empirical exploration in undergraduate operating systems
SIGCSE '99 The proceedings of the thirtieth SIGCSE technical symposium on Computer science education
Experimentation with bounded buffer synchronization
Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
Starving philosophers: experimentation with monitor synchronization
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Modern Operating Systems
Operating System Projects Using Windows NT
Operating System Projects Using Windows NT
Exploration of process interaction in operating systems: a pipe-fork simulator
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
A disk head scheduling simulator
Proceedings of the 35th SIGCSE technical symposium on Computer science education
An address translation simulator
Proceedings of the 36th SIGCSE technical symposium on Computer science education
A UNIX concurrent I/O simulator
Proceedings of the 37th SIGCSE technical symposium on Computer science education
Operating Systems, Third Edition
Operating Systems, Third Edition
Operating Systems Concepts
Symmetry breaking in distributive networks
SFCS '81 Proceedings of the 22nd Annual Symposium on Foundations of Computer Science
Simple OS: a component-based operating system simulator in the spirit of the little man
Journal of Computing Sciences in Colleges
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This paper describes an approach to teaching an undergraduate operating systems course that relies on three aspects. First, a standard textbook is used for the basic theoretical material. Second, programming projects are used to reinforce some of the material covered from the textbook. Lastly, simulators are used to illustrate other material. A key to the approach is to use experimentation by the student to enhance understanding and prepare them for research. Although no formal evaluation has been done, students seem to enjoy using the simulators and student performance on exams has increased since the simulators were introduced.