• Bubble sort - an archaeological algorithmic analysis (Seite 1 - 5) (Owen L. Astrachan) (2003)   
• Constructive and collaborative learning of algorithms (Seite 6 - 10) (Teresa Hübscher-Younger, N. Hari Narayanan) (2003)   
• The greedy trap and learning from mistakes (Seite 11 - 15) (David Ginat) (2003)   
• Integrating XML into a database systems course (Seite 26 - 30) (Paul J. Wagner, Thomas K. Moore) (2003)   
• Computer science accreditation - the advantages of being different (Seite 36 - 40) (Donald B. Crouch, Leslie Schwartzman) (2003)   
• Five easy but effective assessment methods (Seite 41 - 44) (Dick K. Blandford, Deborah J. Hwang) (2003)   
• Legos, Java and programming assignments for CS1 (Seite 47 - 48) (Pamela B. Lawhead, Michaele E. Duncan, Constance G. Bland, Michael Goldweber, Madeleine Schep, David J. Barnes) (2003)   
• Gender differences in computer science students (Seite 49 - 53) (Sylvia Beyer, Kristina Rynes, Julie Perrault, Kelly Hay, Susan M. Haller) (2003)   
• MiniMIPS - a simulation project for the computer architecture laboratory (Seite 64 - 68) (Ewa Z. Bem, Luke Petelczyc) (2003)   
• Teaching computer organization using a PDP-8 simulator (Seite 69 - 73) (Brian J. Shelburne) (2003)   
• Teaching the SIMD execution model - : assembling a few parallel programming skills (Seite 74 - 78) (Ariel Ortiz) (2003)   
• Running research-oriented final year projects for CS and IS students (Seite 79 - 83) (B. Olsson, Mikael Berndtsson, Björn Lundell, Jörgen Hansson) (2003)   
• Panel on the development, maintenance, and use of course web sites (Seite 94 - 95) (Jesse M. Heines, Katy Börner, Melody Y. Ivory, Edward F. Gehringer) (2003)   
• Everything you always wanted to know about game theory - but were afraid to ask (Seite 96 - 97) (Daniel D. Garcia, David Ginat, Peter B. Henderson) (2003)   
• Laptops in the classroom (Seite 98 - 102) (Andrea Beth Campbell, Roy P. Pargas) (2003)   
• An introductory course in network administration (Seite 113 - 116) (John Cigas) (2003)   
• The effectiveness of simulation in a hybrid and on-line networking course (Seite 117 - 119) (Brian H. Cameron, Kay J. Wijekumar) (2003)   
• Using Java to teach networking concepts with a programmable network sniffer (Seite 120 - 124) (Michael J. Jipping, Agata Bugaj, Lilyana Mihalkova, Donald E. Porter) (2003)   
• Teaching human-computer interaction - reports from the trenches (Seite 125 - 126) (Julie Barnes, Robert Bryant, Daniel D. McCracken, Susan Reiser) (2003)   
• New roles for students, instructors, and computers in a lab-based introductory programming course (Seite 132 - 136) (Michael J. Clancy, Nate Titterton, Clint Ryan, James D. Slotta, Marcia C. Linn) (2003)   
• Introductory programming, criterion-referencing, and bloom (Seite 143 - 147) (Raymond Lister, John Leaney) (2003)   
• Coached program planning - dialogue-based support for novice program design (Seite 148 - 152) (H. Chad Lane, Kurt VanLehn) (2003)   
• A preliminary empirical evaluation of the effectiveness of a finite state automaton animator (Seite 157 - 161) (Michael T. Grinder) (2003)   
• JAWAA - easy web-based animation from CS 0 to advanced CS courses (Seite 162 - 166) (Ayonike Akingbade, Thomas Finley, Diana Jackson, Pretesh B. Patel, Susan H. Rodger) (2003)   
• VisualGraph - a graph class designed for both undergraduate students and educators (Seite 167 - 171) (Jeff Lucas, Thomas L. Naps, Guido Rößling) (2003)   
• Exploring security vulnerabilities by exploiting buffer overflow using the MIPS ISA (Seite 172 - 176) (Andrew T. Phillips, Jack S. Eddy Tan) (2003)   
• Using remote logging for teaching concurrency (Seite 177 - 181) (Steven Robbins) (2003)   
• On serving as department chair - suggestions from veterans (Seite 187 - 188) (Sandra J. DeLoatch, Henry MacKay Walker, Frank H. Young) (2003)   
• How departments are responding to the mathematics recommendations in CC2001 (Seite 189 - 190) (William A. Marion, Adrienne G. Bloss, Kris Powers, Doug Baldwin) (2003)   
• A framework approach to teaching data structures (Seite 210 - 214) (Josh D. Tenenberg) (2003)   
• Using scientific data to teach a database systems course (Seite 224 - 228) (Paul J. Wagner, Elizabeth Shoop, John V. Carlis) (2003)   
• Implementing CC2001 - a breadth-first introductory course for a just-in-time curriculum design (Seite 238 - 242) (Andrew T. Phillips, Daniel E. Stevenson, Michael R. Wick) (2003)   
• Breadth-also - a rationale and implementation (Seite 243 - 247) (Kris D. Powers) (2003)   
• Another breadth-first approach to CS I using python (Seite 248 - 251) (Christine Shannon) (2003)   
• A laboratory-based course on internet security (Seite 252 - 256) (Prabhaker Mateti) (2003)   
• Beacond - a peer-to-peer system to teach ubiquitous computing (Seite 257 - 261) (Surendar Chandra) (2003)   
• A network project course based on network processors (Seite 262 - 266) (Peter Steenkiste) (2003)   
• The role of language paradigms in teaching programming (Seite 269 - 270) (Peter Van Roy, Joe Armstrong, Matthew Flatt, Boris Magnusson) (2003)   
• Java in the morning...Java in the evening...Java in 2004 (Seite 271 - 272) (Robert L. Scot Drysdale, Judith Hromcik, Mark Allen Weiss, Reg Hahne) (2003)   
• Object centered design for Java - teaching OOD in CS-1 (Seite 273 - 277) (Joel C. Adams, Jeremy D. Frens) (2003)   
• An object-oriented refactoring of Huffman encoding using the Java collections framework (Seite 283 - 287) (Michael R. Wick) (2003)   
• Pilot study - living flowcharts in an introduction to programming course (Seite 293 - 295) (Dennis J. Bouvier) (2003)   
• Report on the NSF major educational funding initiative for a National Science, Technology, Engineering, and Mathematics Education Digital Library (NSD (Seite 301 - 302) (Lillian N. Cassel, John Impagliazzo, Ann M. Lally, Edward A. Fox, Manuel A. Pérez-Quiñones, Jane Prey) (2003)   
• Measuring the effectiveness of robots in teaching computer science (Seite 307 - 311) (Barry S. Fagin, Laurence D. Merkle) (2003)   
• A technical writing class for computer science majors - measuring student perceptions of learning (Seite 341 - 345) (Lisa C. Kaczmarczyk) (2003)   
• Mental models of recursion (Seite 346 - 350) (Tina Götschi, Ian D. Sanders, Vashti Galpin) (2003)   
• Undergraduate cyber security course projects (Seite 351 - 352) (D. Paul Benjamin, Charles Border, Robert Montante, Paul J. Wagner) (2003)   
• Nifty assignments (Seite 353 - 354) (Nick Parlante, Jeffrey L. Popyack, Stuart Reges, Stephen Weiss, Scott D. Dexter, Chaya Gurwitz, Joseph L. Zachary, Grant Braught) (2003)   
• Computer engineering computing curricula (Seite 355 - 356) (John Impagliazzo, Robert H. Sloan, Andrew D. McGettrick, Pradip K. Srimani) (2003)   
• Computer graphics in undergraduate computational science education (Seite 372 - 375) (Steve Cunningham, Angela B. Shiflet) (2003)   
• Distributed visualization of graph algorithms (Seite 376 - 380) (Alexander A. Sherstov) (2003)   
• Teaching B-splines is not difficult! (Seite 381 - 385) (John L. Lowther, Ching-Kuang Shene) (2003)   
• A generic e-learning multiparadigm programming language system - IDEFIX project (Seite 391 - 395) (José Emilio Labra Gayo, José M. Morales Gil, A. M. Fernández Álvarez, H. Sagastegui Chigne) (2003)   
• Client sponsored projects in software engineering courses (Seite 401 - 402) (Williams C. Judith, Bettina Bair, Jürgen Börstler, Timothy C. Lethbridge, Ken Surendran) (2003)   

• Intuitive Modelle der Informatik (Michael Weigend) (2007)   
• Computer Science Education 1/2011 (2011)
  • Investigating and improving the models of programming concepts held by novice programmers (Linxiao Ma, John D. Ferguson, Marc Roper, Murray Wood) (2011)   
• Visual Program Simulation in Introductory Programming Education (Juha Sorva) (2012)   
• Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)   
• Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding (Bernadette Spieler) (2018)   
• Koli Calling 2018 - Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018 (Mike Joy, Petri Ihantola) (2018)
  • Scaffolding the Design Process using Parsons Problems (Rita Garcia, Katrina Falkner, Rebecca Vivian) (2018)   
• ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) (2019)
  • Making Computer Science Education Mandatory - Exploring a Demographic Shift in Switzerland (Alexander Repenning, Anna Lamprou, Serge Petralito, Ashok R. Basawapatna) (2019)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • Using Design Alternatives to Learn About Data Organizations (Xingjian Gu, Max A. Heller, Stella Li, Yanyan Ren, Kathi Fisler, Shriram Krishnamurthi) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • High-school students' mastery of basic flow-control constructs through the lens of reversibility (Claudio Mirolo, Cruz Izu, Emanuele Scapin) (2020)   
• WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
  • Data-driven Analysis of Gender Differences and Similarities in Scratch Programs (Isabella Graßl, Katharina Geldreich, Gordon Fraser) (2021)   
• Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)   
  • Capturing the Impact and the Chatter Around Computing Education Research Beyond Academia in Social Media, Patents, and Blogs (Mohammed Saqr, Sonsoles López-Pernas, Mikko Apiola)   
  • A Scientometric Perspective on the Evolution of the SIGCSE Technical Symposium: 1970–2021 (Sonsoles López-Pernas, Mikko Apiola, Mohammed Saqr, Arnold Pears, Matti Tedre)   
• Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education - 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23–25, 2023 (Jean-Philippe Pellet, Gabriel Parriaux) (2023)   
  • Investigating the Role of ChatGPT in Supporting Text-Based Programming Education for Students and Teachers (Markus Wieser, Klaus Schöffmann, Daniela Stefanics, Andreas Bollin, Stefan Pasterk)   

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.