Efficient instruction scheduling for a pipelined architecture
SIGPLAN '86 Proceedings of the 1986 SIGPLAN symposium on Compiler construction
How to write parallel programs: a first course
How to write parallel programs: a first course
Scientific investigation in a breadth-first approach to introductory computer science
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
Developing oral communication skills of computer science undergraduates
SIGCSE '93 Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science education
From animation to analysis in introductory computer science
SIGCSE '94 Proceedings of the twenty-fifth SIGCSE symposium on Computer science education
Writing across the computer science curriculum
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Computer scientists can teach writing: an upper division course for computer science majors
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Scientific experimentation via the matching game
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Research, teaching, and service: the miniconference as a model for CS graduate seminar courses
Proceedings of the 35th SIGCSE technical symposium on Computer science education
A research-led curriculum in multimedia: learning about convergence
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Proceedings of the 38th SIGCSE technical symposium on Computer science education
YESS: a Y86 pipelined processor simulator
ACM-SE 45 Proceedings of the 45th annual southeast regional conference
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In an effort to improve the communication skills of students, many universities are requiring computer science educators to include writing and speaking components in their courses. This paper describes an alternative to the classic term paper assignment. A "student conference" approach has been successfully employed in a junior-level computer systems course for five semesters. Each student performs an implementation and experimental study, then writes a research-style technical paper on this work. Students also participate in an anonymous review process, revise their own papers, and make oral presentations of their work. The structure of this conference approach, representative assignments, and observations are presented.