• Songs and the analysis of algorithms (Seite 4 - 8) (Darrah Chavey) (1996)   
• Derivation of recursive algorithms for CS2 (Seite 9 - 13) (Richard T. Denman) (1996)   
• Parallel and distributed algorithms - laboratory assignments in Joyce/Linda (Seite 14 - 18) (Bruce S. Elenborgen) (1996)   
• Successfully integrating traditional and object-oriented approaches with Ada 95 (Seite 19 - 23) (James H. Cross II, Thomas M. Phillips) (1996)   
• Teaching inheritance versus inclusion to first year computer science students (Seite 24 - 26) (Kenneth A. Reek) (1996)   
• On the retention of female computer science students (Seite 32 - 36) (Mei-Ling L. Liu, Lori Blanc) (1996)   
• Viewing video-taped role models improves female attitudes toward computer science (Seite 42 - 46) (Gloria Childress Townsend) (1996)   
• A system-based sequence of closed labs for computer systems organization (Seite 53 - 57) (Brenda C. Parker, Peter G. Drexel) (1996)   
• Teaching OLE automation - a problem-based learning approach (Seite 68 - 72) (Raymond P. Kirsch) (1996)   
• A supplementary package for distance education students studying introductory programming (Seite 73 - 77) (Tanya J. McGill, Valerie Hobbs) (1996)   
• Object-centered design - a five-phase introduction to object-oriented programming in CS1-2 (Seite 78 - 82) (Joel C. Adams) (1996)   
• The joy of software - starting with objects (Seite 88 - 92) (Mark Woodman, Gordon Davies, Simon Holland) (1996)   
• Teaching ethical issues in computer science - what worked and what didn't (Seite 98 - 101) (Kay G. Schulze, Frances S. Grodzinsky) (1996)   
• Teaching computer science - experience from four continents (Seite 102 - 106) (Mats Daniels, Judith Gal-Ezer, Ian D. Sanders, G. Joy Teague) (1996)   
• Internet-accessible information retrieval tools for advanced DB/IR courses (Seite 107 - 111) (Sally Jo Cunningham) (1996)   
• Database theory in practice - learning from cooperative group projects (Seite 112 - 116) (Suzanne W. Dietrich, Susan Darling Urban) (1996)   
• The INGRES Tutorial as a tool in teaching database theory (or, I can't believe it's not training) (Seite 117 - 119) (Don Goelman) (1996)   
• Applying TQM in the computer science classroom (Seite 120 - 124) (Linda M. Null) (1996)   
• Creating Windows applications using Borland's OWL classes (Seite 145 - 149) (Laszlo Szuecs) (1996)   
• A simple student environment for lightweight process concurrent programming under SunOs (Seite 165 - 169) (Toby Berk) (1996)   
• CALOS - an experiment with computer-aided learning for operating systems (Seite 175 - 179) (Murray W. Goldberg) (1996)   
• Using inheritance to implement concurrency (Seite 180 - 184) (Mordechai Ben-Ari) (1996)   
• A methodology for active, student-controlled learning - motivating our weakest students (Seite 195 - 199) (Curtis A. Carver, Richard A. Howard, William D. Lane) (1996)   
• Perspectives on assessment through teaching portfolios in computer science (Seite 200 - 203) (James D. Kiper, Valerie V. Cross, Diane Delisio, Ann E. Kelley Sobel, Douglas Troy) (1996)   
• Writing across the computer science curriculum (Seite 204 - 209) (Harriet J. Fell, Viera K. Proulx, John Casey) (1996)   
• Software engineering emphasis in advanced courses (Seite 210 - 213) (Massood Towhidnejad, James R. Aman) (1996)   
• Explaining inheritance - a code reusability perspective (Seite 217 - 221) (Robert Biddle, Ewan D. Tempero) (1996)   
• Discovery learning in computer science (Seite 222 - 226) (Doug Baldwin) (1996)   
• Felder's learning styles, Bloom's taxonomy, and the Kolb learning cycle - tying it all together in the CS2 course (Seite 227 - 231) (Richard A. Howard, Curtis A. Carver, William D. Lane) (1996)   
• Object-orientation and the principles of learning theory - a new look at problems and benefits (Seite 232 - 236) (Tim DeClue) (1996)   
• Integrating collaborative problem solving throughout the curriculum (Seite 237 - 241) (Roy J. Daigle, Michael V. Doran, J. Harold Pardue) (1996)   
• Documentation standards in the undergraduate computer science curriculum (Seite 242 - 246) (Renée McCauley, Ursula Jackson, Bill Z. Manaris) (1996)   
• Comparison of student success in Pascal and C-language curriculums (Seite 252 - 255) (Richard F. Gilberg, Behrouz A. Forouzan) (1996)   
• Efficiency of algorithms for programming beginners (Seite 256 - 260) (David Ginat) (1996)   
• The Pascal Trainer (Seite 261 - 265) (Adam Brooks Webber) (1996)   
• Experience integrating a formal method into a software engineering course (Seite 271 - 274) (Ann E. Kelley Sobel) (1996)   
• Webucation - using the Web as a classroom tool (Seite 285 - 289) (John T. Paxton) (1996)   
• Designing closed laboratories for a computer science course (Seite 295 - 299) (Alan David Fekete, Tony Greening) (1996)   
• A semester project for CS1 (Seite 310 - 314) (Catherine C. Bareiss) (1996)   
• The first programming paradigm and language dilemma (Seite 338 - 342) (Susan S. Brilliant, Timothy R. Wiseman) (1996)   
• Multiple paradigms in CS I (Seite 343 - 347) (Chuck Leska, John Barr, Laurie A. Smith King) (1996)   
• Three-dimensional computation visualization for computer graphics rendering algorithms (Seite 358 - 362) (David A. Goldman, Richard R. Eckert, Maxine S. Cohen) (1996)   
• Image processing as an exemplar of parallelism applied to graphics (Seite 363 - 367) (Harry F. Smith, Patrick Plusnick, Mark E. Sarojak, William Seitz) (1996)   
• Activities to attract high school girls to computer science (Seite 373 - 377) (Susan H. Rodger, Ellen Lowenfeld Walker) (1996)   
• Computer programming in high school vs. college (Seite 378 - 382) (Martina Schollmeyer) (1996)   

• Computer Science Education 3/2006 (2006)
  • What about a simple language? - Analyzing the difficulties in learning to program (Linda Mannila, Mia Peltomäki, Tapio Salakoski) (2006)   
• SIGCSE 2012 - Proceedings of the 43rd ACM technical symposium on Computer science education, SIGCSE 2012, Raleigh, NC, USA, February 29 - March 3, 2012 (Laurie A. Smith King, David R. Musicant, Tracy Camp, Paul T. Tymann) (2012)
  • Process oriented guided inquiry learning (POGIL) for computer science (Clifton Kussmaul) (2012)   
• Big Data in Education - The digital future of learning, policy and practice (Ben Williamson) (2017)  
• The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)   
• Non-Formal and Informal Science Learning in the ICT Era (Michail N. Giannakos) (2020)   
  • 4. Web-Based Learning in Computer Science - Insights into Progress and Problems of Learners in MOOCs (Johannes Krugel, Peter Hubwieser)   

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.