• An overview of MiniJava (Seite 1 - 5) (Eric Roberts) (2001)   
• A simple java package for GUI-like interactivity (Seite 11 - 15) (Elliot B. Koffman, Ursula Wolz) (2001)   
• JKarelRobot - a case study in supporting levels of cognitive development in the computer science curriculum (Seite 16 - 20) (Duane Buck, David J. Stucki) (2001)   
• A chat room assignment for teaching network security (Seite 31 - 35) (W. Garrett Mitchener, Amin Vahdat) (2001)   
• Using an isolated network laboratory to teach advanced networks and security (Seite 36 - 40) (John M. D. Hill, Curtis A. Carver Jr., Jeffrey W. Humphries, Udo W. Pooch) (2001)   
• From RS-232 to object request brokers - incremental object-oriented networking projects (Seite 41 - 44) (David Janzen) (2001)   
• Teaching CS1 with karel the robot in Java (Seite 50 - 54) (Byron Weber Becker) (2001)   
• Teaching applied computing without programming - a case-based introductory course for general education (Seite 80 - 84) (Joe Marks, William T. Freeman, Henry H. Leitner) (2001)   
• Teaching networking and operating systems to information systems majors (Seite 85 - 89) (D. Robert Adams, Carl Erickson) (2001)   
• Teaching design and project management with lego RCX robots (Seite 95 - 99) (Ursula Wolz) (2001)   
• The Khepera robot and the kRobot class - a platform for introducing robotics in the undergraduate curriculum (Seite 105 - 109) (Robert M. Harlan, David B. Levine, Shelley McClarigan) (2001)   
• Open artificial intelligence - one course for all (Seite 110 - 113) (Matthew Merzbacher) (2001)   
• Undergraduate research in genetic algorithms (Seite 114 - 118) (Linda Bright Lankewicsz) (2001)   
• Computing with geometry as an undergraduate course - a three-year experience (Seite 119 - 123) (John L. Lowther, Ching-Kuang Shene) (2001)   
• A computer program to aid assignment of student project groups (Seite 134 - 138) (Michael A. Redmond) (2001)   
• Electronic peer review and peer grading in computer-science courses (Seite 139 - 143) (Edward F. Gehringer) (2001)   
• An interactive dynamic model for integrating knowledge management methods and knowledge sharing technology in a traditional classroom (Seite 144 - 148) (Vir V. Phoha) (2001)   
• Second language acquisition and CS1 (Seite 174 - 178) (Anne Gates Applin) (2001)   
• A study of the impact of student background and preparedness on outcomes in CS I (Seite 179 - 183) (Malcolm Morrison, Timothy S. Newman) (2001)   
• Contributing to success in an introductory computer science course - a study of twelve factors (Seite 184 - 188) (Brenda Cantwell Wilson, Sharon Shrock) (2001)   
• Encapsualtion and reuse as viewed by Java students (Seite 189 - 193) (Ann E. Fleury) (2001)   
• A web-based little man computer simulator (Seite 204 - 208) (William Yurcik, Larry Brumbaugh) (2001)   
• Using a PDP-11/10 to teach content and history in computer organization courses (Seite 209 - 213) (Douglas Harms, Dave A. Berque) (2001)   
• Turing the tables - introducing software engineering concepts in a user interface design course (Seite 214 - 218) (Julie Barnes, Laura M. Leventhal) (2001)   
• Using squeak for teaching user interface software (Seite 219 - 223) (Mark Guzdial) (2001)   
• Making parallel programming accessible to inexperienced programmers through cooperative learning (Seite 224 - 228) (Lori L. Pollock, Mike Jochen) (2001)   
• «Alfonse, give me a call!» (Seite 229 - 232) (Stephen J. Hartley) (2001)   
• A comprehensive curriculum for IT education and workforce development - an engineering approach (Seite 238 - 242) (Forouzan Golshani, Sethuraman Panchanathan, Oris Friesen, Youngchoon Park, Jeong-Jun Song) (2001)   
• What could be more SLic? - projects for the programming languages course (Seite 248 - 252) (Laurie A. Smith King, John Barr, Ben Coleman) (2001)   
• A reductionist approach to a course on programming languages (Seite 253 - 257) (Michael R. Wick, Daniel E. Stevenson) (2001)   
• Kaleidoscope - using design patterns in CS1 (Seite 258 - 262) (Michael R. Wick) (2001)   
• Ancient Egyptian numbers - a CS-complete example (Seite 268 - 272) (Timothy S. Gegg-Harrison) (2001)   
• A CS/SE approach to a real-time embedded systems software development course (Seite 278 - 281) (Joseph M. Clifton) (2001)   
• Objectives and objective assessment in CS1 (Seite 292 - 296) (Raymond Lister) (2001)   
• OO overkill - when simple is better than not (Seite 302 - 306) (Owen L. Astrachan) (2001)   
• A java API for historical ciphers - an object-oriented design project (Seite 307 - 311) (Ralph Morelli, Ralph Walde, Gregg Marcuccio) (2001)   
• TOS - an educational distributed operating system in Java (Seite 312 - 316) (Tyrone Nicholas, Jerzy A. Barchanski) (2001)   
• Starving philosophers - experimentation with monitor synchronization (Seite 317 - 321) (Steven Robbins) (2001)   
• In support of student pair-programming (Seite 327 - 331) (Laurie A. Williams, Richard L. Upchurch) (2001)   
• Binary software components in the undergraduate computer science curriculum (Seite 332 - 336) (Allen S. Parrish, Brandon Dixon, David Cordes) (2001)   
• Integrating testing into the curriculum - arsenic in small doses (Seite 337 - 341) (Edward L. Jones) (2001)   
• Experiences with tutored video instruction for introductory programming courses (Seite 347 - 351) (Richard J. Anderson, Martin Dickey, Hal Perkins) (2001)   
• Advanced database concepts for undergraduates - experience with teaching a second course (Seite 357 - 361) (Susan Darling Urban, Suzanne W. Dietrich) (2001)   
• Implementation of object-relational DBMSs in a relational database course (Seite 367 - 370) (Ming Wang) (2001)   
• Specialized certification programs in computer science (Seite 371 - 375) (Robert Montante, Zahira S. Khan) (2001)   
• Models and areas for CS education research (Seite 388 - 389) (John T. Stasko, Mark Guzdial, Michael J. Clancy, Nell B. Dale, Sally Fincher) (2001)   
• Quality in distance education (Seite 392 - 393) (Gordon Davies, Wendy Doube, Wendy A. Lawrence-Fowler, Dale Shaffer) (2001)   
• The university perspective - awarding credit for advanced placement (AP) in computer science (Seite 396 - 397) (Barbara Boucher Owens, Fran Hunt, Stuart Reges, Cary Laxer) (2001)   
• Why I do declare! - declarative programming in the undergraduate curriculum (Seite 398 - 399) (Samuel A. Rebelsky, Peter B. Henderson, Amruth N. Kumar, Frederick N. Springsteel) (2001)   
• Information technology curriculum development (Seite 400 - 401) (Bei-Tseng Bill Chu, Venu Dasigi, John T. Gorgone, David L. Spooner) (2001)   
• The use of robots in the undergraduate curriculum - experience reports (Seite 404 - 405) (Michael Goldweber, Clare Bates Congdon, Barry S. Fagin, Deborah J. Hwang, Frank Klassner) (2001)   
• ACM SIGCSE NSF CCLI project showcase (Seite 418 - 418) (Jane Prey) (2001)   
• Practical teaching tips from around the world (Seite 419 - 419) (Scott Grissom, Thomas L. Naps, Nick Parlante, Pamela B. Lawhead) (2001)   
• Status of information systems accreditation (Seite 421 - 422) (John T. Gorgone, Doris K. Lidtke, David L. Feinstein) (2001)   
• AP CS goes OO (Seite 423 - 24) (David Gries, Kathleen Larson, Susan H. Rodger, Mark Allen Weiss, Ursula Wolz) (2001)   
• Colorful illustrations of algorithmic design techniques and problem solving (Seite 425 - 426) (David Ginat, Daniel D. Garcia, Owen L. Astrachan, Joseph Bergin) (2001)   
• Using project management concepts and microsoft project software as a tool to develop and manage both on-line and on-campus courses and student team p (Seite 427 - 427) (Debra Burton Farrior, Daniel E. Hallock) (2001)   
• Model curricula for IT schools - report of a curriculum committee (Seite 431 - 432) (Peter Denning, Wayne R. Dyksen, Richard J. LeBlanc, Edward L. Robertson) (2001)   

• 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)   
• Koli Calling 2015 - Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli, Finland, November 19-22, 2015 (Päivi Kinnunen, Judy Sheard) (2015)
  • Embedded questions in ebooks on programming - useful for a) summative assessment, b) formative assessment, or c) something else? (Juha Sorva, Teemu Sirkiä) (2015)   
• 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)   
• 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)
  • Hedy - A Gradual Language for Programming Education (Felienne Hermans) (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. Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.