• Teaching computer science concepts and problem solving with a spreadsheet (Seite 10 - 13) (Mary Veronica Kolesar, Vicki H. Allan) (1995)   
• Using expert systems to understand object-oriented behavior (Seite 14 - 18) (Yonglei Tao) (1995)   
• DYNALAB - a dynamic computer science laboratory infrastructure featuring program animation (abstract) (Seite 29 - 33) (Michael R. Birch, Christopher M. Boroni, Frances W. Goosey, Samuel D. Patton, David K. Poole, Craig M. Pratt, Rockford J. Ross) (1995)   
• Experiencing the codesign process - Microcomputer Systems II laboratory (Seite 34 - 38) (John K. Estell, Thomas A. Owen) (1995)   
• Using an internal internship to enhance computer science education in a two-year college (Seite 44 - 47) (Norman Cohen, Wanda Dann) (1995)   
• Using undergraduates as teaching assistants in introductory programming courses - an update on the Stanford experience (Seite 48 - 52) (Eric Roberts, John Lilly, Bryan Rollins) (1995)   
• Teaching dynamic programming techniques using permutation graphs (Seite 56 - 60) (Y. Daniel Liang) (1995)   
• Solving a problem using cooperating data structures (Seite 61 - 65) (Ali A. Kooshesh) (1995)   
• A data-parallel programming library for education (DAPPLE) (Seite 76 - 81) (David Kotz) (1995)   
• XDP - a simple library for teaching a distributed programming module (Seite 82 - 86) (David M. Arnow) (1995)   
• Youngster - a simplified introduction to computing: removing the details so that a child may program (Seite 102 - 105) (Scott D. Studer, James Taylor, Ken Macie) (1995)   
• Computer-related judgements of computer professionals and students (Seite 106 - 110) (Margaret Anne Pierce, John W. Henry) (1995)   
• Latest developments in the «killer robot» computer ethics scenario (Seite 111 - 115) (Richard Gary Epstein) (1995)   
• A successful five-year experiment with a breadth-first introductory course (Seite 116 - 120) (Donald J. Bagert, William M. Marcy, Ben A. Calloni) (1995)   
• A joint first year program for computer science and information systems (Seite 121 - 125) (Jan L. Harrington, Helen M. Hayes) (1995)   
• A domain centered curriculum - an alternative approach to computing education (Seite 126 - 130) (Iraj Hirmanpour, Thomas B. Hilburn, Andrew J. Kornecki) (1995)   
• Integrating parallel algorithm design with parallel machine models (Seite 131 - 135) (Lan Yang, Lan Jin) (1995)   
• Decision points in the introduction of parallel processing into the undergraduate curriculum (Seite 136 - 140) (William E. Toll) (1995)   
• Parallel threads - parallel computation labs for CS 3 and CS 4 (Seite 141 - 145) (Robert M. Harlan, Joseph G. Akulis) (1995)   
• O.S. bridge between academia and reality (Seite 146 - 148) (Alfredo de J. Perez-Davila) (1995)   
• A low-tech introduction to operating systems (Seite 149 - 153) (Selmer Moen) (1995)   
• Microkernels - a submodule for a traditional operating systems course (Seite 154 - 158) (Tracy Camp, Glen Oberhauser) (1995)   
• Requirements for a first year object-oriented teaching language (Seite 173 - 177) (Michael Kölling, Bett Koch, John Rosenberg) (1995)   
• Old dogs, new tricks (Seite 178 - 181) (Mary Jane Willshire) (1995)   
• Inexpensive advanced graphics applications for the C.S. majors graphics class (Seite 191 - 194) (Lee H. Tichenor) (1995)   
• Creating an authentic learning experience in introductory programming courses (Seite 199 - 203) (Nira Herrmann, Jeffrey L. Popyack) (1995)   
• Restructuring the introductory computer science course for engineers (Seite 204 - 208) (Joseph M. Lambert) (1995)   
• An entry-level course in computational engineering and science (Seite 209 - 213) (Joseph L. Zachary, Christopher R. Johnson 0001, Eric Eide, Kenneth W. Parker) (1995)   
• A cognitive-based approach to introductory computer science courses - lesson learned (Seite 218 - 222) (Michael V. Doran, David D. Langan) (1995)   
• A three paradigm first course for CS majors (Seite 223 - 227) (Juris Reinfelds) (1995)   
• Executing an SECD machine using logic programming (Seite 228 - 232) (Kenneth Slonneger) (1995)   
• A visual simulator for a simple machine and assembly language (Seite 233 - 237) (B. Lewis Barnett III) (1995)   
• A microprogram simulator and compiler for an enhanced version of Tanenbaum's MIC-1 machine (Seite 238 - 242) (John L. Donaldson) (1995)   
• Software engineering, C++, and Windows (Seite 243 - 247) (Martin Osborne) (1995)   
• Software reuse and object-oriented software engineering in the undergraduate curriculum (Seite 253 - 257) (Rajiv Tewari) (1995)   
• Loop invariants and mathematical games (Seite 263 - 267) (David Ginat) (1995)   
• Loop exits and structured programming - reopening the debate (Seite 268 - 272) (Eric S. Roberts) (1995)   
• An interactive lecture approach to teaching computer science (Seite 278 - 282) (Susan H. Rodger) (1995)   
• Experiences with Mosaic for legacy projects (Seite 292 - 296) (J. Morgan Morris) (1995)   
• Active use of hypertext to aid learning and classroom instruction (Seite 297 - 301) (Thomas Moore) (1995)   
• A new scheme for reinforcing concepts in CS2 (Seite 327 - 330) (Dave A. Berque, Gloria Childress Townsend) (1995)   
• Solid modeling with Scheme (Seite 336 - 339) (Edward C. Martin) (1995)   
• TIC-TAC-TOE - introducing expert systems to middle school students (Seite 340 - 344) (Robert A. Pilgrim) (1995)   
• Teaching elementary queueing theory with a computer algebra system (Seite 350 - 354) (Sue Fitzgerald, Jerry Place) (1995)   
• Teaching a modern numerical analysis course (Seite 355 - 359) (James L. Noyes) (1995)   
• Computational science, parallel and high performance computing in undergraduate education (abstract) (Seite 362 - 363) (Thomas L. Marchioro, Joseph L. Zachary, D. E. Stevenson, Ignatios Vakalis, Leon Tabak) (1995)   
• The effective integration of software engineering principles throughout the undergraduate computer science curriculum (abstract) (Seite 364 - 365) (Renée McCauley, Clark B. Archer, Nell B. Dale, Rym Mili, James Robergé, Harriet G. Taylor) (1995)   
• Ethical and professional issues in computing (abstract) (Seite 366 - 367) (Mary Dee Medley, Kay G. Schulze, Bob Riser, Rebekah L. Tidwell) (1995)   
• Alternative teaching strategies in CS I - supporting diversity (abstract) (Seite 368 - 369) (Dorothy Deremer, Gail T. Finley, Lynn Ziegler, Doug Baldwin, Gordon Stegink) (1995)   
• The non-traditional student in computing - characteristics, needs and experiences (abstract) (Seite 372 - 373) (Barbara Boucher Owens, Gene Bailey, Shelly Heller, Ted Mims, Laurie White) (1995)   
• Teaching as a logic tool (abstract) (Seite 384 - 385) (David Gries, Fred B. Schneider, Joan Krone, J. Stanley Warford, J. Peter Weston) (1995)   
• Revitalizing the computer science course for non-majors (abstract) (Seite 388 - 389) (Barry Burd, J. Glenn Brookshear, Rick Decker, Frances G. Gustavson, Mildred D. Lintner, Greg W. Scragg) (1995)   
• Data communications in the undergraduate computer science curriculum (abstract) (Seite 390 - 391) (Ron Classen, Larry Hughes, Elizabeth Leboffe, Wayne Smith) (1995)   
• Proposed joint ACM/DPMA/AIS undergraduate information systems degree curriculum model (abstract) (Seite 392 - 393) (John Werth, John T. Gorgone, Gordon B. Davis, David L. Feinstein, Herbert E. Longenecker Jr., George M. Kasper) (1995)   
• Using multimedia technology - different approaches and controversial issues (panel) (Seite 396 - 397) (Gayle J. Yaverbaum, Eric W. Stein, Russell C. Kick, F. Stuart Wells) (1995)   
• Formal methods in the undergraduate computer science curriculum (abstract) (Seite 398 - 399) (Henry MacKay Walker, H. Conrad Cunningham, Ruth Davis, Douglas R. Troeger) (1995)   
• Organizing a team for the ACM programming contest (abstract) (Seite 402 - 402) (Donald J. Bagert, Barbara Boucher Owens) (1995)

• Koli Calling 2013 - 13th Koli Calling International Conference on Computing Education Research, Koli Calling '13, Koli, Finland, November 14-17, 2013 (Mikko-Jussi Laakso, Simon) (2013)
  • A case study of the development of CS teaching assistants and their experiences with team teaching (Elizabeth Patitsas) (2013)   

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.