• An example from artificial intelligence for CS1 (Seite 1 - 5) (Lowell A. Carmony, Robert L. Holliday) (1993)   
• Teaching parameter passing by example using thunks in C and C++ (Seite 10 - 14) (John Bergin, Stuart Greenfield) (1993)   
• A «curriculum-cycle» environment for teaching programming (Seite 15 - 19) (Spiros Mancoridis, Richard C. Holt, David A. Penny) (1993)   
• A logic programming environment for teaching mathematical concepts of computer science (Seite 20 - 24) (Norman Neff) (1993)   
• Programming languages-comparatively speaking (Seite 25 - 29) (Bruce R. Maxim) (1993)   
• Teaching artificial intelligence as the year 2000 approaches (Seite 38 - 42) (Michele R. LaRusch) (1993)   
• The internet programming contest - a report and philosophy (Seite 48 - 52) (Vivek Khera, Owen L. Astrachan, David Kotz) (1993)   
• A top-down approach to teaching an introductory computer science course (Seite 58 - 62) (Thomas B. Hilburn) (1993)   
• Scientific investigation in a breadth-first approach to introductory computer science (Seite 63 - 67) (Thomas K. Moore) (1993)   
• CSP laboratory (Seite 91 - 95) (Jacek Olszewski) (1993)   
• Data parallel programming - a transition from serial to parallel computing (Seite 96 - 100) (Janet Hartman, Dean Sanders) (1993)   
• A hypertext module for teaching user interface design (Seite 107 - 111) (Martin L. Barrett) (1993)   
• A project-intensive software design course (Seite 112 - 116) (Evans J. Adams) (1993)   
• Using C in CS1 - evaluating the Stanford experience (Seite 117 - 121) (Eric S. Roberts) (1993)   
• Emphasizing the process in delivering CS-1 (Seite 127 - 130) (V. Arnie Dyck) (1993)   
• An honors computer science seminar for undergraduate non-majors (Seite 141 - 144) (David G. Kay) (1993)   
• An Ethernet performance simulator for undergraduate networking (Seite 145 - 150) (B. Lewis Barnett III) (1993)   
• Design and construction of the Very Simple Computer (VSC) - a laboratory project for an undergraduate computer architecture course (Seite 151 - 154) (Robert A. Pilgrim) (1993)   
• Getting research students started - a tale of two courses (Seite 165 - 169) (Ian H. Witten, Timothy C. Bell) (1993)   
• Laboratories and other educational experiences based on Curricula '91 (Seite 175 - 179) (Angela Goh, Peng-Chor Leong) (1993)   
• Gateway laboratories - integrated, interactive learning modules (Seite 180 - 184) (Bruce Cowley, Greg W. Scragg, Doug Baldwin) (1993)   
• Scheduled supervised laboratories in CS1 - a comparative analysis (Seite 185 - 188) (Joseph E. Lang, Barbara A. Smith) (1993)   
• Attracting women to tertiary computing courses (Seite 208 - 212) (G. Joy Teague, Valerie A. Clarke) (1993)   
• An improved first year course taking into account third world students (Seite 213 - 217) (Conrad Mueller, Sheila Rock, Ian D. Sanders) (1993)   
• Ethercom - a studyof audio processes and synchronization (Seite 218 - 222) (Richard Rybacki, Kay A. Robbins, Steven Robbins) (1993)   
• The design and implementation of a Unix classroom (Seite 223 - 227) (Joel C. Adams) (1993)   
• Possible models diagrams - a visual alternative to truth tables (Seite 232 - 236) (Matthew C. Clarke) (1993)   
• Simulation and visualization tools for teaching parallel merge sort (Seite 237 - 241) (Robin Trahan, Susan H. Rodger) (1993)   
• A software testbed for advanced projects in real-time and distributed computing (Seite 247 - 250) (Richard A. Brown) (1993)   
• A graduate course in computing security technology (Seite 251 - 255) (Edward Amoroso) (1993)   
• Dealing with different levels of abstraction in a data structures course (Seite 261 - 264) (David B. Levine) (1993)   
• The object oriented paradigm in CS 1 (Seite 265 - 269) (Richard J. Reid) (1993)   
• Developing oral communication skills of computer science undergraduates (Seite 279 - 282) (Gary McDonald, Merry McDonald) (1993)   
• A software project management course role-play-team-project approach emphasizing written and oral communication skills (Seite 283 - 287) (Sarah L. Sullivan) (1993)   
• Improving mentoring for women in computer science fields (abstract) (Seite 294 - 294) (Vicki L. Almstrum, Anita Borg, J. Paul Myers Jr.) (1993)   
• Approaches to teaching parallel processing on the undergraduate level (abstract) (Seite 298 - 298) (Angela B. Shiflet, Scott R. Cannon, Terry J. Frederick, Janet Hartman, Marsha Meredith, Chris Nevison, Dean Sanders) (1993)   
• Successful associate degree programs in the computing sciences (Seite 299 - 299) (Suzanne E. Gladfelter, William C. Harris, Karl J. Klee) (1993)   
• Issues in the choice of programming language for CS 1 (abstract) (Seite 301 - 301) (Rhys Price Jones, Doug Cooper, Daniel P. Friedman, Richard C. Holt, Peter Robinson 0001) (1993)
• Final report (abstract) - curricula for two-year degree programs in computer sciences, and computing and engineering technology (Seite 302 - 302) (Karl J. Klee, John Impagliazzo) (1993)   
• Research experience for undergraduates (abstract) (Seite 303 - 303) (Antonio M. Lopez Jr., Gerald L. Engel, Herbert L. Dershem, Santa Wiltz) (1993)   
• Final report - curricula for two-year college task force subgroup: computing for other disciplines (Seite 310 - 310) (Richard H. Austing, Therese Jones) (1993)   
• The power of OOPS (abstract) - heterogeneous data structures in C++ (Seite 311 - 311) (Richard G. Epstein) (1993)   

Beat hat diese Konferenz-Proceedings während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt weder ein physisches noch ein digitales Exemplar. Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben. Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.