• A first computing course based on curricula 1991 (Seite 5 - 8) (Juan Alvarez Rubio) (1992)   
• Current trends in computer science curriculum - a survey of four-year programs (Seite 9 - 14) (Sukhen Dey, Lawrence R. Mand) (1992)   
• The practical need for fourth normal form (Seite 19 - 23) (Margaret S. Wu) (1992)   
• DBTool - a graphical database design tool for an introductory database course (Seite 24 - 27) (Billy B. L. Lim, Richard Hunter) (1992)   
• The documentation and evaluation of team-oriented database projects (Seite 28 - 33) (Darleen V. Pigford) (1992)   
• An integrating pedagogical tool based on writing articles (Seite 38 - 41) (Vianney Côté, Guy Custeau) (1992)   
• Teaching concurrency with Joyce and Linda (Seite 46 - 52) (Chris McDonald) (1992)   
• A course in software portability (Seite 53 - 56) (James D. Mooney) (1992)   
• Undergraduate software engineering laboratories - a progress report from two universities (Seite 57 - 62) (James D. Kiper, Michael J. Lutz, Henry A. Etlinger) (1992)   
• Raising the self confidence and self esteem of final year female students prior to job interviews (Seite 67 - 71) (G. Joy Teague) (1992)   
• The effects of an introductory computer course on the attitudes of older adults towards computers (Seite 72 - 75) (J. Morgan Morris) (1992)   
• Designing laboratory modules for novices in an undergraduate AI course track - artificial intelligence (Seite 76 - 80) (Robert M. Aiken, Dean Allemang, Thomas Wehrle) (1992)   
• Developing expertise in expert system development by developing prototypes for actual commercial applications (Seite 81 - 86) (Lawrence J. Mazlack, Roger Alan Pick, Paul Tudor, Wallace R. Wood) (1992)   
• Teaching loop invariants to beginners by examples (Seite 92 - 96) (Wing C. Tam) (1992)   
• Class discussion by computer - a case study (Seite 97 - 101) (A. Michael Berman) (1992)   
• Using scientific experiments in early computer science laboratories (Seite 102 - 106) (Doug Baldwin, Johannes A. G. M. Koomen) (1992)   
• Management information systems curricula in the United States and the Republic of China - a comparative study (Seite 113 - 122) (Betty W. Hwang, Andrew B. Whinston, Wilhelmina C. Savenye) (1992)   
• Introducing functional programming in discrete mathematics (Seite 147 - 152) (Roger L. Wainwright) (1992)   
• Experience with the language SR in an undergraduate operating systems course (Seite 176 - 180) (Stephen J. Hartley) (1992)   
• Teaching operating systems using Turbo C (Seite 181 - 186) (Larry Hughes) (1992)   
• Introducing parallel computing into the undergraduate computer science curriculum - a progress report (Seite 187 - 191) (Marsha Meredith) (1992)   
• Using the Synthesizer-Generator to teach principles of programming language semantics (Seite 207 - 212) (Barry L. Kurtz, John B. Johnston) (1992)   
• Down with polynomial addition! (Seite 225 - 229) (Richard K. Brewer) (1992)   
• Get high school students hooked on science with a challenge (Seite 240 - 245) (Marion Cohen, Marilyn Foster, David Kratzer, Patricia Malone, Ann Solem) (1992)   
• Learning HCI design - mentoring project groups in a course on human-computer interaction (Seite 246 - 251) (Brad Hartfield, Terry Winograd, John Bennett) (1992)   
• Detection of similarities in student programs - YAP'ing may be preferable to plague'ing (Seite 268 - 271) (Michael J. Wise) (1992)   
• Designing interactive visualization tools for the graphics classroom (Seite 299 - 303) (Dino Schweitzer) (1992)   
• Teaching computer graphics using RenderMan (Seite 304 - 308) (G. Scott Owen) (1992)   

• Informatics in Schools. New Ideas in School Informatics (Sergei Pozdniakov, Valentina Dagienė) (2019)   
  • An Exploration of Teachers’ Perspective About the Learning of Iteration-Control Constructs (Emanuele Scapin, Claudio Mirolo)   

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.