• Integrating «depth first» and «breadth first» models of computing curricula (Seite 6 - 10) (Russell L. Shackelford, Richard J. LeBlanc) (1994)   
• New directions in the introductory computer science curriculum (Seite 11 - 15) (Allen B. Tucker, Peter Wegner) (1994)   
• Assessing the software process maturity of software engineering courses (Seite 16 - 20) (James S. Collofello, Manmahesh Kantipudi, Mark A. Kanko) (1994)   
• Teaching a first course on data structures - a software engineering approach (Seite 21 - 25) (Rym Mili, Ali Mili) (1994)   
• A repository that supports teaching and cooperation in the introductory AI course (Seite 36 - 40) (Giorgio P. Ingargiola, Nathan Hoskin, Robert M. Aiken, Rajeev V. Dubey, Judith D. Wilson, Mary-Angela Papalaskari, Margaret Christensen, Roger Webster) (1994)   
• An object-oriented approach to algorithm visualization - easy, extensible, and dynamic (Seite 46 - 50) (Thomas L. Naps, Brian Swander) (1994)   
• The top 10 reasons why object-oriented programming can't be taught in CS 1 (Seite 51 - 55) (Rick Decker, Stuart Hirshfield) (1994)   
• From animation to analysis in introductory computer science (Seite 61 - 65) (Richard Rasala, Viera K. Proulx, Harriet J. Fell) (1994)   
• Using literate programming to teach good programming practices (Seite 66 - 70) (Stephen Shum, Curtis R. Cook) (1994)   
• From specific problem instances to algorithms in the introductory course (Seite 71 - 75) (Lisa M. Levy Kortright) (1994)   
• Instructional uses of demonstration disks (Seite 76 - 79) (William Myers) (1994)   
• CSI closed lab vs. open lab experiment (Seite 80 - 82) (Mack Thweatt) (1994)   
• Introducing computer concepts to novices by «practical» immersion (Seite 88 - 91) (John R. Rabung) (1994)   
• Derivation of programs for freshmen (Seite 116 - 120) (Richard T. Denman, David A. Naumann, Walter Potter, Gary Richter) (1994)   
• Towards an introductory formal programming course (Seite 121 - 125) (Kung-Kiu Lau, Vicky J. Bush, Pete J. Jinks) (1994)   
• Finite state machine simulation in an introductory lab (Seite 126 - 130) (Ryan L. McFall, Herbert L. Dershem) (1994)   
• A new perspective on teaching computer literacy (Seite 131 - 135) (Michael Goldweber, John Barr, Chuck Leska) (1994)   
• Tutorial-based teaching of introductory programming classes (Seite 136 - 140) (Joseph L. Zachary) (1994)   
• Teaching programming to liberal arts students - using loop invariants (Seite 141 - 144) (David M. Arnow) (1994)   
• Computer science needs an insight-based curriculum (Seite 150 - 154) (Greg W. Scragg, Doug Baldwin, Hans Koomen) (1994)   
• Computing laboratories and the small community college - defining the directed computing laboratory in the small college computing environment (Seite 160 - 163) (Robert L. Tureman Jr.) (1994)   
• Concepts in the classroom, programming in the lab (Seite 164 - 168) (Robert Geitz) (1994)   
• A software development process laboratory for CS1 and CS2 (Seite 169 - 173) (S. Ron Oliver, John Dalbey) (1994)   
• Simulation in computer organization - a goals based study (Seite 178 - 182) (David Magagnosc) (1994)   
• Reprogrammable hardware for educational purposes (Seite 183 - 187) (Michael Gschwind) (1994)   
• ICONIC programming in BACCII vs. textual programming - which is a better learning environment? (Seite 188 - 192) (Ben A. Calloni, Donald J. Bagert) (1994)   
• A framework for CS1 and CS2 laboratories (Seite 198 - 202) (William A. Waller) (1994)   
• Dynamic programming for pennies a day (Seite 213 - 217) (Patrick Heck) (1994)   
• Integrating mathematics and programming into a three tiered model for computer science education (Seite 223 - 227) (Ursula Wolz, Edward Conjura) (1994)   
• Intractability - a geometric representation (Seite 228 - 232) (Sami Khuri) (1994)   
• A software engineering «frosting» on a traditional CS-1 course (Seite 233 - 237) (Judith L. Gersting) (1994)   
• Self-reference is an illustrative essential (Seite 238 - 242) (Owen L. Astrachan) (1994)   
• Attracting (& keeping) the best and the brightest - an entry-level course for experienced introductory students (Seite 243 - 247) (Kim B. Bruce) (1994)   
• Developing writing skills in computer science students (Seite 268 - 270) (Marguerite Hafen) (1994)   
• Teaching C++ to high school students (Seite 286 - 289) (David Finkel, Chet Hooker, Scott Salvidio, Mark Sullivan, Christopher Thomas 0002) (1994)   
• Teaching EBNF first in CS 1 (Seite 300 - 303) (Richard E. Pattis) (1994)   
• Collaborative learning in an introductory computer science course (Seite 304 - 308) (Roberta Evans Sabin, Edward P. Sabin) (1994)   
• Peer learning in an introductory computer science course (Seite 309 - 313) (Craig E. Wills, David Finkel, Michael A. Gennert, Matthew O. Ward) (1994)   
• Reciprocal peer reviews (Seite 314 - 318) (Sarah L. Sullivan) (1994)   
• Engaging students and teaching modern concepts - literate, situated, object-oriented programming (Seite 329 - 333) (Glenn Meter, Philip Miller) (1994)   
• Understanding the bottom-up SLR parser (Seite 339 - 343) (Sami Khuri, Jason Williams) (1994)   
• The development of a multi-processor personal computer in a senior computer design laboratory (Seite 349 - 352) (Constantine Katsinis) (1994)   
• Introducing parallel processing concepts using the MASPAR MP-1 computer (Seite 353 - 356) (R. James Duckworth) (1994)   
• NSF supported projects - parallel computation as an integrated component in the undergraduate curriculum in computer science (Seite 357 - 361) (David J. John) (1994)   
• The creation and use of scoring standards (rubrics) - experiences with the advanced placement computer science exam (abstract) (Seite 362 - 363) (Joe Kmoch, Mark Stehlik) (1994)   
• New models for the CS1 course - what are they and are they leading to the same place? (Seite 364 - 365) (Barbara Boucher Owens, Robert D. Cupper, Stuart Hirshfield, Walter Potter, Richard M. Salter) (1994)   
• Using graphical presentation techniques in closed laboratory exercises (abstract) (Seite 366 - 366) (Viera K. Proulx, Harriet J. Fell, Richard Rasala, Johannes A. G. M. Koomen, Carol W. Wilson) (1994)   
• Too few women! Too few minorities! What can we do? (abstract) (Seite 367 - 368) (Louise E. Moses, Rachell D. Isles, Frances Grundy, Danielle R. Bernstein, Valerie A. Clarke, G. Joy Teague) (1994)   
• Describing the CS forest to undergraduates (abstract) (Seite 369 - 370) (Henry MacKay Walker, Kim B. Bruce, James Bradley, Tom Whaley) (1994)   
• Opportunities in international teacher exchanges (abstract) (Seite 372 - 372) (Dale Shaffer, George J. Davis, Keith Jolly, Martyn Roberts, Miriam Roy) (1994)   
• Themes and tapestries - a diversity of approaches to computer science for liberal arts students (Seite 374 - 375) (David Arnow, Owen L. Astrachan, James D. Kiper, Robert Workman, Paula A. Whitlock, Brent Auernheimer, John E. Rager) (1994)   
• An industry perspective on computer science accreditation (abstract) (Seite 379 - 380) (John Impagliazzo, J. Dennis Bjornson, Dennis J. Frailey, Jeanette Horan, Gerald H. Thomas) (1994)   
• Automated grading assistance for student programs (Seite 381 - 382) (David G. Kay, Terry Scott, Peter Isaacson, Kenneth A. Reek) (1994)   
• Teaching Ada by the book - the pedagogy of Ada in CS1 (Seite 385 - 386) (John W. McCormick, Fintan Culwin, Nicholas J. DeLillo, Michael B. Feldman, Richard E. Pattis, Walter J. Savitch) (1994)   
• Multimedia across the disciplines (Seite 387 - 388) (Steven Epstein, Marla Fischer, Forouzan Golshani, Catherine Ricardo) (1994)   
• Organizational issues in teaching project-oriented software engineering courses (abstract) (Seite 392 - 393) (Renée McCauley, Evans J. Adams, Donald Gotterbarn, Linda M. Northrop, Hossein Saiedian, Stuart H. Zweben) (1994)   
• Object-oriented programming (abstract) - how to "scale up" CS 1 (Seite 396 - 396) (Stuart Hirshfield, Owen L. Astrachan, John Barr, Karen Donnelly, David Levine, Mark McGinn) (1994)   
• Handling interpersonal issues for student team projects (Seite 397 - 398) (Thomas J. Scott, Ralph B. Bisland Jr., Lee H. Tichenor, James H. Cross II) (1994)   
• Teaching parallel computing on a message-passing architecture (abstract) (Seite 399 - 399) (Chris Nevison) (1994)   
• The future of programming instruction (abstract) (Seite 400 - 400) (Philip Miller, Michael J. Clancy, Andrea A. diSessa, Jeremy Roschelle, Michael Eisenberg, Mark Guzdial, Elliot Soloway, Mitchel Resnick) (1994)   
• Assessment in computer science (abstract) (Seite 401 - 402) (James Caristi, Nell B. Dale, Bill Marion, A. Joe Turner) (1994)   
• Class testing the breadth-first curriculum - summary results for courses I-IV (abstract) (Seite 405 - 406) (Keith Barker, Andrew P. Bernat, Robert D. Cupper, Charles Kelemen, Allen B. Tucker) (1994)   
• A scalable approach to integrating object oriented programming into the undergraduate liberal arts curriculum (abstract) (Seite 407 - 407) (David Hastings) (1994)   
• An environment for CS integrating hypertext, program design and language facilities (abstract) (Seite 407 - 407) (Wendy A. Lawrence-Fowler, Richard H. Fowler) (1994)   
• A practical approach for teaching reuse in a data structures course using Ada (abstract) (Seite 407 - 407) (Akhtar Lodgher, Hisham Al-Haddad) (1994)   
• A target tracking system applied to swimming rats - an interdisciplinary project in computer science and psychology (abstract) (Seite 408 - 408) (Jim Green, Stacey B. Zaremba) (1994)   
• Computer science lecture room demonstration experiment in event counting (abstract) (Seite 408 - 408) (David K. Walker, Hamid Chahryar, James W. Moore, David S. Tucker) (1994)   
• Using profiling to analyze algorithms (abstract) (Seite 409 - 409) (Daniel E. Nohl) (1994)   
• A resource for research in computer science education - the CSedRes toolbox (abstract) (Seite 409 - 409) (Vicki L. Almstrum, Cheng-Chih Wu, Debra Burton) (1994)   
• Analysis of personal mail attributes in a computer mediated communication environment (abstract) (Seite 410 - 410) (Marc W. Brooks, John R. Chang, Ryan C. Horner, David W. Brown) (1994)   
• The role of gender in high school computer mediated communication (abstract) (Seite 410 - 410) (Matthew A. Ford, Elise N. Cassidente, J. Suzanne Rothrock, David W. Brown, Daniel Miller) (1994)   

• ITiCSE 1996 - Proceedings of the 1st Annual Conference on Integrating Technology into Computer Science Education, ITiCSE 1996, Barcelona, Spain, 2-6 June, 1996 (Lillian (Boots) Cassel) (1996)
  • Foundations of computer science - what are they and how do we teach them? (Viera K. Proulx, Richard Rasala, Harriet J. Fell) (1996)   
• Parson's Programming Puzzles - A Fun and Effective Learning Tool for Frist Programming Courses (Dale Parsons, Patricia Haden) (2006)   
• Koli Calling 2006 - 6th Baltic Sea Conference on Computing Education Research, Koli Calling, Baltic Sea '06, Koli, Joensuu, Finland, November 9-12, 2006 (Anders Berglund, Mattias Wiggberg) (2006)
  • Creative students - what can we learn from them for teaching computer science? (Ralf Romeike) (2006)   
  • An objective comparison of languages for teaching introductory programming (Linda Mannila, Michael de Raadt) (2006)   
• Koli Calling 2015 - Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli, Finland, November 19-22, 2015 (Päivi Kinnunen, Judy Sheard) (2015)
  • Teaching programming with flipped classroom method - a study from two programming courses (Antti Herala, Erno Vanhala, Antti Knutas, Jouni Ikonen) (2015)   
• SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27 - March 02, 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) (2019)
  • Supporting Guided Inquiry with Cooperative Learning in Computer Organization (Yeajin Ham, Brandon Myers) (2019)   

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.