Structured Assembly language in VAX-11 MACRO
SIGCSE '86 Proceedings of the seventeenth SIGCSE technical symposium on Computer science education
Anatomy of an introductory computer science course
SIGCSE '86 Proceedings of the seventeenth SIGCSE technical symposium on Computer science education
VAX (2nd ed.): structured assembly language programming
VAX (2nd ed.): structured assembly language programming
The university computer science curriculum: education versus training
SIGCSE '85 Proceedings of the sixteenth SIGCSE technical symposium on Computer science education
Recommended curriculum for CS1, 1984
Communications of the ACM
Flow diagrams, turing machines and languages with only two formation rules
Communications of the ACM
Structured programming in assembly language
ACM SIGCSE Bulletin
Schemata for teaching structured assembly language programming
SIGCSE '83 Proceedings of the fourteenth SIGCSE technical symposium on Computer science education
Structured assembly language programming
SIGCSE '82 Proceedings of the thirteenth SIGCSE technical symposium on Computer science education
Animations of computers as teaching aids
SIGSCE '84 Proceedings of the fifteenth SIGCSE technical symposium on Computer science education
Modular assembler language programming
ACM SIGCSE Bulletin
A visible assembler for a course in introductory system software
ACM SIGCSE Bulletin
Teaching structured assembler programming
ACM SIGCSE Bulletin
The role of the computer architecture simulator in the laboratory
ACM SIGCSE Bulletin
Computer organization/architecture: a threaded top-down design
CSC '88 Proceedings of the 1988 ACM sixteenth annual conference on Computer science
Assembly language is more than a teaching tool
Journal of Computing Sciences in Colleges
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While current trends in the teaching of the introductory course are very positive, several problems still remain to be faced. Among these are:A basic understanding of the operation of a computer.An emphasis on concept development rather than skill development.A proper historical perspective of computer science.To help remove these deficiencies, a very simple virtual machine is introduced. Beginning students learn to program on this machine with a very limited instruction set. Many topics related to software engineering, data structures, algorithm design, etc. are introduced in a top down fashion with details being developed with the aid of the virtual machine. When a high level language is introduced, students progress more rapidly and with a greater understanding of what is taking place in the machine. Students also develop a feel for computer science as a dynamic field and tend not to think of a particular language as being what computer science is.