• Aha! an illuminating perspective (Seite 1 - 2) (David Ginat, Daniel D. Garcia, William I. Gasarch) (2002)   
• Using RoboCup to teach multiagent systems and the distributed mindset (Seite 3 - 7) (José M. Vidal, Paul A. Buhler) (2002)   
• A case study of LEGO Mindstorms' suitability for artificial intelligence and robotics courses at the college level (Seite 8 - 12) (Frank Klassner) (2002)   
• A first course in computational science - (why a math book isn't enough) (Seite 18 - 22) (James L. Noyes) (2002)   
• Building a cyberwar lab - lessons learned: teaching cybersecurity principles to undergraduates (Seite 23 - 27) (Mary Micco, Hart Rossman) (2002)   
• What comes after CS 1 + 2 - a deep breadth before specializing (Seite 28 - 32) (Troy Vasiga) (2002)   
• The effects of pair-programming on performance in an introductory programming course (Seite 38 - 42) (Charlie McDowell, Linda L. Werner, Heather E. Bullock, Julian Fernald) (2002)   
• Defensive climate in the computer science classroom (Seite 43 - 47) (Lecia Barker, Kathy Garvin-Doxas, Michele H. Jackson) (2002)   
• Integrating empirical methods into computer science (Seite 48 - 49) (David Reed, Doug Baldwin, Michael J. Clancy, Allen B. Downey, Stuart A. Hansen) (2002)   
• Internet-centric computing in the Computer Science curriculum (Seite 50 - 51) (Timothy J. Hickey, Amruth N. Kumar, Linda Wilkens, Andrew Beiderman, Aparna Mahadev, Heidi J. C. Ellis) (2002)   
• Animating automata - a cross-platform program for teaching finite automata (Seite 63 - 67) (Michael T. Grinder) (2002)   
• Internationalization of the curriculum report of a project within computer science (Seite 68 - 72) (John A. N. Lee) (2002)   
• Design of a major in software development (Seite 73 - 77) (Alan Fekete, Bob Kummerfeld) (2002)   
• A proposed undergraduate bioinformatics curriculum for computer scientists (Seite 78 - 81) (Travis E. Doom, Michael L. Raymer, Dan E. Krane, Oscar Garcia) (2002)   
• Women in CS and biology (Seite 82 - 86) (Joanne McGrath Cohoon) (2002)   
• African American women in the computing sciences - a group to be studied (Seite 87 - 90) (Antonio M. Lopez Jr., Lisa J. Schulte) (2002)   
• Computer science accessibility for students with visual disabilities (Seite 91 - 95) (Joan M. Francioni, Ann C. Smith) (2002)   
• Undergraduate computational science and engineering programs and courses (Seite 96 - 97) (Peter R. Turner, Angela B. Shiflet, Steve Cunningham, Kris Stewart, Andrew T. Phillips, Ignatios Vakalis) (2002)   
• Tutorial on extreme programming (Seite 100 - 100) (James Caristi) (2002)   
• Grading essays in computer ethics - rubrics considered helpful (Seite 101 - 105) (Barbara Moskal, Keith Miller, Laurie A. Smith King) (2002)   
• Disequilibration for teaching the scientific method in computer science (Seite 106 - 110) (Grant Braught, David W. Reed) (2002)   
• PortOS - an educational operating system for the Post-PC environment (Seite 116 - 120) (Benjamin Atkin, Emin Gün Sirer) (2002)   
• Women, mathematics and computer science (Seite 131 - 132) (Peter B. Henderson, Paul De Palma, Vicki L. Almstrum, Orit Hazzan, Kim Potter Kihlstrom) (2002)   
• DrJava - a lightweight pedagogic environment for Java (Seite 137 - 141) (Eric E. Allen, Robert Cartwright, Brian Stoler) (2002)   
• Teaching a Java-based CS1 course in an academically-diverse environment (Seite 142 - 146) (James R. Comer, Robert F. Roggio) (2002)   
• A microprocessor survey course for learning advanced computer architecture (Seite 152 - 156) (Kevin Skadron) (2002)   
• The postroom computer - teaching introductory undergraduate computer architecture (Seite 157 - 161) (Hugh Osborne) (2002)   
• Using Java to design and test hardware circuits over a classroom network (Seite 162 - 166) (Michael J. Jipping, Steve Marlowe, Alexander A. Sherstov) (2002)   
• Experiment-based project in undergraduate computer architecture (Seite 171 - 175) (Ewa Z. Bem) (2002)   
• Teaching computer organization/architecture with limited resources using simulators (Seite 176 - 180) (Gregory S. Wolffe, William Yurcik, Hugh Osborne, Mark A. Holliday) (2002)   
• Using visualization to aid program construction tasks (Seite 191 - 195) (Carlisle E. George) (2002)   
• Visual representations for recursive algorithms (Seite 196 - 200) (Linda Stern, Lee Naish) (2002)   
• To teach the unteachable class - an experimental course in web-based application design (Seite 201 - 205) (Kevin Treu) (2002)   
• Andragogy in a web technologies course (Seite 206 - 210) (Heidi J. C. Ellis) (2002)   
• National Science Foundation Graduate Research Fellowship Program (Seite 215 - 216) (Jeffrey Johnson) (2002)   
• Testing skills and knowledge - introducing a laboratory exam in CS1 (Seite 217 - 221) (Mary Elaine Califf, Mary Goodwin) (2002)   
• Unit testing frameworks (Seite 232 - 236) (Robert E. Noonan, Richard H. Prosl) (2002)   
• Participatory design in a human-computer interaction course - teaching ethnography methods to computer scientists (Seite 237 - 241) (Jerry B. Weinberg, Mary L. Stephen) (2002)   
• GraphicsMentor - a tool for learning graphics fundamentals (Seite 242 - 246) (Dejan Nikolic, Ching-Kuang Shene) (2002)   
• The object is objects (Seite 251 - 251) (Joseph Bergin, Richard Kick, Judith Hromcik, Kathleen Larson) (2002)   
• Management challenges in a large introductory computer science course (Seite 252 - 256) (A. T. Chamillard, Laurence D. Merkle) (2002)   
• Making lemonade - exploring the bright side of large lecture classes (Seite 257 - 261) (Steven A. Wolfman) (2002)   
• Bringing the enterprise into a database systems course (Seite 262 - 265) (Thomas K. Moore) (2002)   
• An infrastructure for teaching skills for group decision making and problem solving in programming projects (Seite 276 - 280) (Amer Diwan, William M. Waite, Michele H. Jackson) (2002)   
• Using Visual Basic in the CS curriculum (Seite 283 - 284) (Joe Hummel, Jean Mehta) (2002)   
• How to develop and grade an exam for 20, 000 students (or maybe just 200 or 20) (Seite 285 - 286) (Fran Hunt, Joe Kmoch, Chris Nevison, Susan H. Rodger, Julie Zelenski) (2002)   
• The SIGCSE 2001 Maze Demonstration program (Seite 287 - 291) (Richard Rasala, Jeff Raab, Viera K. Proulx) (2002)   
• Using puzzles in teaching algorithms (Seite 292 - 296) (Anany Levitin, Mary-Angela Papalaskari) (2002)   
• Algorithms and object-oriented programming - bridging the gap (Seite 302 - 306) (Paolo Bucci, Wayne D. Heym, Timothy J. Long, Bruce W. Weide) (2002)   
• Effective internet education - a progress report (Seite 312 - 316) (Barry L. Kurtz, Dee Parks, Eric Nicholson) (2002)   
• Open source software - intellectual challenges to the status quo (Seite 317 - 318) (Marty J. Wolf, Kevin W. Bowyer, Donald Gotterbarn, Keith W. Miller) (2002)   
• Nifty assignments (Seite 319 - 320) (Nick Parlante, John K. Estell, David Reed, David B. Levine, Daniel D. Garcia, Julie Zelenski) (2002)   
• Teaching empirical analysis of algorithms (Seite 321 - 325) (Ian D. Sanders) (2002)   
• Scientific experimentation via the matching game (Seite 326 - 330) (James B. Fenwick Jr., Cindy Norris, James T. Wilkes) (2002)   
• On varying perspectives of problem decomposition (Seite 331 - 335) (David Ginat) (2002)   
• The comparative programming languages course - a new chain of development (Seite 336 - 340) (Ward Douglas Maurer) (2002)   
• Exploration of process interaction in operating systems - a pipe-fork simulator (Seite 351 - 355) (Steven Robbins) (2002)   
• A communication library to support concurrent programming courses (Seite 360 - 364) (Steve Carr, Changpeng Fang, Tim Jozwowski, Jean Mayo, Ching-Kuang Shene) (2002)   
• SIGCSE 2002 forum - industry in the ivory tower (Seite 367 - 367) (Stuart Reges) (2002)   
• SIGCSE 2002 forum - introducing SIGCSE committees: a new initiative to support computing education through SIGCSE-member involvement (Seite 368 - 368) (Henry MacKay Walker) (2002)   
• Interactive Pushdown Automata Animation (Seite 376 - 380) (Jennifer McDonald) (2002)   
• A tutorial program for propositional logic with human/computer interactive learning (Seite 381 - 385) (Stacy Lukins, Alan Levicki, Jennifer Burg) (2002)   
• A comprehensive project for CS2 - combining key data structures and algorithms into an integrated web browser and search engine (Seite 386 - 390) (Tia Newhall, Lisa Meeden) (2002)   
• Teaching data structures with multiple collection class libraries (Seite 396 - 400) (Alan Fekete) (2002)   
• To java.net and beyond - teaching networking concepts using the Java networking API (Seite 406 - 410) (Greg Gagne) (2002)   
• Small-college supercomputing - building a Beowulf cluster at a comprehensive college (Seite 411 - 415) (Joel C. Adams, David Vos) (2002)   
• Managing undergraduate CS research (Seite 416 - 417) (James W. McGuffee, Herbert L. Dershem, Linda B. Lankewicz, Gary Lewandowski, Dian Lopez, Oberta A. Slotterbeck) (2002)   

• ICER 2006 - International Computing Education Research Workshop 2006, ICER '06, Canterbury, UK, September 9-10, 2006 (Richard J. Anderson, Sally Fincher, Mark Guzdial) (2006)
  • Commonsense computing - what students know before we teach (episode 1: sorting) (Beth Simon, Tzu-Yi Chen, Gary Lewandowski, Robert McCartney, Kate Sanders) (2006)   
• Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)   
• 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)
  • 50 Years of CS1 at SIGCSE - A Review of the Evolution of Introductory Programming Education Research (Brett A. Becker, Keith Quille) (2019)   
• The Effect of Reading Code Aloud on Comprehension - An Empirical Study with School Students (Alaaeddin Swidan, Felienne Hermans) (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)
  • Student Perceptions of Fairness and Security in a Versioned Programming Exam (Chinedu Emeka, Craig B. Zilles) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • CSAwesome - AP CSA curriculum and professional development (practical report) (Barbara Ericson, Beryl Hoffman, Jennifer Rosato) (2020)   
• The Robots Are Coming - Exploring the Implications of OpenAI Codex on Introductory Programming (James Finnie-Ansley, Paul Denny, Brett A. Becker, Andrew Luxton-Reilly, James Prather) (2022)   
• Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)   
  • A Scientometric Perspective on the Evolution of the SIGCSE Technical Symposium: 1970–2021 (Sonsoles López-Pernas, Mikko Apiola, Mohammed Saqr, Arnold Pears, Matti Tedre)   

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.