• Using abstractions to make concepts concrete (Seite 1 - 1) (Kim B. Bruce) (2005)   
• Teaching compiler construction using a domain specific language (Seite 7 - 11) (Tyson R. Henry) (2005)   
• Hide and show - using real compiler code for teaching (Seite 12 - 16) (Elizabeth L. White, Ranjan Sen, Nina Stewart) (2005)   
• Accessibility in introductory computer science (Seite 17 - 21) (Robert F. Cohen, Alexander V. Fairley, David Gerry, Gustavo R. Lima) (2005)   
• Opening the eyes of those who can see to the world of those who can't - a case study (Seite 22 - 26) (Susan M. Harrison) (2005)   
• Students with Asperger's syndrome in the CS classroom (Seite 27 - 30) (Mary Anne L. Egan) (2005)   
• Integrating science and research in a HCI design course (Seite 31 - 35) (Robert Pastel) (2005)   
• Interpreting Java program runtimes (Seite 36 - 40) (Stuart A. Hansen) (2005)   
• The ACM java task force - status report (Seite 46 - 47) (Eric S. Roberts, Kim B. Bruce, Robb Cutler, James H. Cross II, Scott B. Grissom, Karl Klee, Susan H. Rodger, Fran Trees, Ian Utting, Frank Yellin) (2005)   
• Design patterns for database pedagogy - a proposal (Seite 48 - 52) (Thomas J. Marlowe, Cyril S. Ku, James W. Benham) (2005)   
• Exploring XML for data exchange in the context of an undergraduate database curriculum (Seite 53 - 57) (Suzanne W. Dietrich, Susan Darling Urban, Hua Ma, Yang Xiao 0003, Shama Patel) (2005)   
• Using SeSFJava in teaching introductory network courses (Seite 67 - 71) (Tamer Elsharnouby, A. Udaya Shankar) (2005)   
• The virtual network system (Seite 76 - 80) (Martín Casado, Nick McKeown) (2005)   
• The course scheduling problem as a source of student projects (Seite 81 - 85) (William Combs, Robert K. Hawkins, Thomas Pore, Arik Schechet, Tim Wahls, Louis Ziantz) (2005)   
• Experience with an industry-driven capstone course on game programming - extended abstract (Seite 91 - 95) (Ian Parberry, Timothy Roden, Max B. Kazemzadeh) (2005)   
• Computer architecture and mental models (Seite 101 - 105) (Cecile Yehezkel, Mordechai Ben-Ari, Tommy Dreyfus) (2005)   
• Ubiquitous presenter - increasing student access and control in a digital lecturing environment (Seite 116 - 120) (Michelle Wilkerson, William G. Griswold, Beth Simon) (2005)   
• Agile development in computer science education - practices and prognosis (Seite 130 - 131) (Joseph Bergin, Clifton Kussmaul, Thomas Reichlmayr, James Caristi, Gary Pollice) (2005)   
• A company-based framework for a software engineering course (Seite 132 - 136) (Thomas P. Way) (2005)   
• Large team projects in software engineering courses (Seite 137 - 141) (David Coppit, Jennifer M. Haddox-Schatz) (2005)   
• AlgorithmA project - the ten-week mock software company (Seite 142 - 146) (Marc Bernstein, Kelly M. FitzGerald, James P. Macdonell, Arturo I. Concepcion) (2005)   
• Computer forensics programs in higher education - a preliminary study (Seite 147 - 151) (Larry Gottschalk, Jigang Liu, Brahma Dathan, Sue Fitzgerald, Michael Stein) (2005)   
• Teaching students to hack - curriculum issues in information security (Seite 157 - 161) (Patricia Y. Logan, Allen Clarkson) (2005)   
• Experiments with balanced-sample binary trees (Seite 166 - 170) (G. Michael Barnes, John Noga, Peter D. Smith, Jeff Wiegley) (2005)   
• Challenges to computer science education research (Seite 191 - 192) (Vicki L. Almstrum, Orit Hazzan, Mark Guzdial, Marian Petre) (2005)   
• Taking advantage of national science foundation funding opportunities (Seite 193 - 193) (Steve Cunningham, Diana Gant, Harriet G. Taylor) (2005)   
• Status report on the SIGCSE committee on the implementation of a discrete mathematics course (Seite 194 - 195) (Bill Marion) (2005)   
• The concorde doesn't fly anymore (Seite 196 - 196) (Mordechai Ben-Ari) (2005)   
• Photon mapping made easy (Seite 201 - 205) (Tin-Tin Yu, John L. Lowther, Ching-Kuang Shene) (2005)   
• A geographically-distributed, assignment-structured undergraduate grid computing course (Seite 206 - 210) (Mark A. Holliday, Barry Wilkinson, Jeffrey House, Samir Daoud, Clayton Ferner) (2005)   
• The grader in ProgrammingLand (Seite 211 - 215) (Curt D. Hill, Brian M. Slator, Lisa M. Daniels) (2005)   
• On understanding the statics and dynamics of object-oriented programs (Seite 226 - 230) (Noa Ragonis, Mordechai Ben-Ari) (2005)   
• «The Babel experiment» - an advanced pantomime-based training in OOA&OOD with UML (Seite 231 - 235) (Vladimir L. Pavlov, Anton Yatsenko) (2005)   
• Using testing and JUnit across the curriculum (Seite 236 - 240) (Michael R. Wick, Daniel E. Stevenson, Paul J. Wagner) (2005)   
• On integrating web services from the ground up into CS1/CS2 (Seite 241 - 245) (Billy B. L. Lim, Chu Jong, Pruthikrai Mahatanankoon) (2005)   
• Why structural recursion should be taught before arrays in CS 1 (Seite 246 - 250) (Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh) (2005)   
• Computer games and CS education - why and how (Seite 256 - 257) (Elizabeth Sweedyk, Marianne de Laet, Michael C. Slattery, James Kuffner) (2005)   
• Outcomes-based computer science education (Seite 260 - 261) (Stephen Cooper, Lillian N. Cassel, Barbara Moskal, Steve Cunningham) (2005)   
• Supporting workflow in a course management system (Seite 262 - 266) (Chavdar Botev, Hubert Chao, Theodore Chao, Yim Cheng, Raymond Doyle, Sergey Grankin, Jon Guarino, Saikat Guha, Pei-Chen Lee, Dan Perry, Christopher Ré, Ilya Rifkin, Tingyan Yuan, Dora Abdullah, Kathy Carpenter, David Gries, Dexter Kozen, Andrew C. Myers, David I. Schwartz, Jayavel Shanmugasundaram) (2005)   
• Automated use of a Wiki for collaborative lecture notes (Seite 267 - 271) (Melissa E. O'Neill) (2005)   
• Steganography and cartography - interesting assignments that reinforce machine representation, bit manipulation, and discrete structures concepts (Seite 277 - 281) (Daniel E. Stevenson, Michael R. Wick, Steven J. Ratering) (2005)   
• The impact of virtual classroom laboratories in CSE (Seite 292 - 296) (Matt Bower, Debbie Richards) (2005)   
• Closed laboratories with embedded instructional research design for CS1 (Seite 297 - 301) (Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang) (2005)   
• Experiences with a CS0 course targeted for CS1 success (Seite 317 - 320) (Charles Dierbach, Blair Taylor, Harry Zhou, Iliana Zimand) (2005)   
• Using peer review in teaching computing (Seite 321 - 322) (Edward F. Gehringer, Donald D. Chinn, Manuel A. Pérez-Quiñones, Mark A. Ardis) (2005)   
• The year in review - changes and lessons learned in the design and implementation of the AP CS exam in Java (Seite 323 - 324) (Robert L. Scot Drysdale, Judith Hromcik, David Reed, Reg Hahne) (2005)   
• Taming Java for the classroom (Seite 327 - 331) (James I. Hsia, Elspeth Simpson, Daniel Smith 0003, Robert Cartwright) (2005)   
• A model for improving secondary CS education (Seite 332 - 336) (Barbara J. Ericson, Mark Guzdial, Maureen Biggers) (2005)   
• A «secondary» look at digital image processing (Seite 337 - 341) (Alasdair McAndrew, Anne Venables) (2005)   
• Effective incorporation of ethics into courses that focus on programming (Seite 347 - 351) (Mary Elaine Califf, Mary Goodwin) (2005)   
• Computer literacy - what students know and from whom they learned it (Seite 356 - 360) (Mark E. Hoffman, David R. Vance) (2005)   
• Design process for a non-majors computing course (Seite 361 - 365) (Mark Guzdial, Andrea Forte) (2005)   
• Nifty assignment (Seite 371 - 372) (Nick Parlante, David B. Levine, Steven K. Andrianoff, Aaron J. Gordon, Alyce Brady, Pamela A. Cutter, Paul Kube, Jefferson Ng, Richard E. Pattis) (2005)   
• Intention-based scoring - an approach to measuring success at solving the composition problem (Seite 373 - 377) (H. Chad Lane, Kurt VanLehn) (2005)   
• Developing resources to support a national computer science curriculum for K-12 (Seite 388 - 389) (Anita Verno, Debbie Carter, Robb Cutler, Michelle Hutton, Lenny Pitt) (2005)   
• Objects-early tools - a demonstration (Seite 390 - 391) (Joe Bergin, Kim B. Bruce, Michael Kölling) (2005)   
• Changes in CS students' sttitudes towards CS over time - an examination of gender differences (Seite 392 - 396) (Sylvia Beyer, Michelle DeKeuster, Kathleen Walter, Michelle Colar, Christina Holcomb) (2005)   
• Diversifying the images of computer science - undergraduate women take on the challenge! (Seite 397 - 400) (Carol Frieze) (2005)   
• Factors influencing the shrinking pipeline in high schools - a sector-based analysis of the Israeli high school system (Seite 406 - 410) (Larisa Eidelman, Orit Hazzan) (2005)   
• Programming - factors that influence success (Seite 411 - 415) (Susan Bergin, Ronan Reilly) (2005)   
• What can computer science learn from a fine arts approach to teaching? (Seite 421 - 425) (Lecia Barker, Kathy Garvin-Doxas, Eric S. Roberts) (2005)   
• The effects of individual differences on CS2 course performance across universities (Seite 426 - 430) (Tracy L. Lewis, Joe D. Chase, Manuel A. Pérez-Quiñones, Mary Beth Rosson) (2005)   
• Towards concrete concurrency - occam-pi on the LEGO mindstorms (Seite 431 - 435) (Christian L. Jacobsen, Matthew C. Jadud) (2005)   
• Creating emergent behaviors - two robotics labs that combine reactive behaviors (Seite 441 - 445) (Robert M. Harlan, Shelley McClarigan) (2005)   
• Emerging areas in computer science education (Seite 453 - 454) (Amruth N. Kumar, Rose K. Shumba, Bina Ramamurthy, Lawrence D'Antonio) (2005)   
• A design for team peer code review (Seite 455 - 459) (Deborah Anne Trytten) (2005)   
• Cooperative learning techniques in CS1 - design and experimental evaluation (Seite 470 - 474) (Leland L. Beck, Alexander W. Chizhik, Amy C. McElroy) (2005)   
• Teaching inter-object design patterns to freshmen (Seite 482 - 486) (Prasun Dewan) (2005)   
• Teaching design patterns in CS1 - a closed laboratory sequence based on the game of life (Seite 487 - 491) (Michael R. Wick) (2005)   
• Teaching design patterns by stealth (Seite 492 - 494) (Stephen Weiss) (2005)   
• Using a pre-assessment exam to construct an effective concept-based genetic program for predicting course success (Seite 500 - 504) (Gary D. Boetticher, Wei Ding 0003, Charles Moen, Kwok-Bun Yue) (2005)   
• An address translation simulator (Seite 515 - 519) (Steven Robbins) (2005)   
• Fostering a creative interest in computer science (Seite 535 - 539) (Gary Lewandowski, Elizabeth Johnson, Michael Goldweber) (2005)   
• Intra-curriculum software engineering education (Seite 540 - 544) (James B. Fenwick Jr., Barry L. Kurtz) (2005)   
• Informatics - a focus on computer science in context (Seite 551 - 555) (David G. Kay, André van der Hoek, Debra J. Richardson) (2005)   
• The many facets of diversity (Seite 558 - 559) (Jack Beidler, Hilary J. Holz, Ken Yasuhara, Evans J. Adams) (2005)   
• Increasing the number of women majoring in computer science - what works? (Seite 562 - 562) (Maria M. Klawe) (2005)   

• ICER 2006 - International Computing Education Research Workshop 2006, ICER '06, Canterbury, UK, September 9-10, 2006 (Richard J. Anderson, Sally Fincher, Mark Guzdial) (2006)
  • What do teachers teach in introductory programming? (Carsten Schulte, Jens Bennedsen) (2006)   
• SIGCSE 2008 - Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2008, Portland, OR, USA, March 12-15, 2008 (J. D. Dougherty, Susan H. Rodger, Sue Fitzgerald, Mark Guzdial) (2008)
  • A principled approach to teaching OO first (David Gries) (2008)   
• WiPSCE 2014 - Proceedings of the 9th Workshop in Primary and Secondary Computing Education, Berlin, Germany, November 5-7, 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) (2014)
  • Scratch vs. Karel - impact on learning outcomes and motivation (Alexander Ruf, Andreas Mühling, Peter Hubwieser) (2014)   
• Perceptions of non-CS majors in intro programming - The rise of the conversational programmer (Parmit K. Chilana, Celena Alcock, Shruti Dembla, Anson Ho, Ada Hurst, Brett Armstrong, Philip J. Guo) (2015)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • A Diagnostic Tool for Assessing Students’ Perceptions and Misconceptions Regards the Current Object “this” (Ragonis Noa, Shmallo Ronit)   
• 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)
  • Achieving Gender Balance through Creative Expression (William H. Bares, Bill Z. Manaris, Renée McCauley, Christine Moore) (2019)   
  • 50 Years of CS1 at SIGCSE - A Review of the Evolution of Introductory Programming Education Research (Brett A. Becker, Keith Quille) (2019)   
• The Cambridge Handbook of Computing Education Research (Sally Fincher, Anthony V. Robins) (2019)  
  • An Important and Timely Field (2019)  
• 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 CS Learning Visible - Case Studies on How Visibility of Student Work Supports a Community of Learners in CS Classrooms (Amber Solomon, Vanessa Oguamanam, Mark Guzdial, Betsy DiSalvo) (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)
  • What Do We Think We Think We Are Doing? - Metacognition and Self-Regulation in Programming (James Prather, Brett A. Becker, Michelle Craig, Paul Denny, Dastyni Loksa, Lauren E. Margulieux) (2020)   
  • A Longitudinal Evaluation of a Best Practices CS1 (Adrian Salguero, Julian J. McAuley, Beth Simon, Leo Porter 0001) (2020)   
  • Computing Education Research Landscape through an Analysis of Keywords (Zacharoula K. Papamitsiou, Michail N. Giannakos, Simon, Andrew Luxton-Reilly) (2020)   

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.