• Introducing undergraduate engineering students to laboratory automation using high-level application programs (Seite 1 - 5) (August E. Sapega) (1991)   
• An experimental computer science laboratory (Seite 11 - 14) (Edward C. Epp) (1991)   
• A software project for a data communication course (Seite 15 - 20) (William A. Shay) (1991)   
• A network specification language and execution environment for undergraduate teaching (Seite 25 - 34) (Chris McDonald) (1991)   
• Experience with the DYNAMOD program animator (Seite 35 - 42) (Rockford J. Ross) (1991)   
• Two neural network programming assignments using arrays (Seite 43 - 47) (Susan R. Wallace, F. Layne Wallace) (1991)   
• HyperTalk as an overture to CS1 (Seite 48 - 54) (Elizabeth E. Katz, Hayden S. Porter) (1991)   
• HyperCard applications for teaching information systems (Seite 55 - 61) (Jane M. Fritz) (1991)   
• The impact of computer-aided software engineering on student performance (Seite 62 - 72) (Mary J. Granger, Roger Alan Pick) (1991)   
• The Iliad and the WHILE loop - computer literacy in a liberal arts program (Seite 78 - 81) (David Arnow) (1991)   
• A mini-course on concurrency (Seite 92 - 96) (David Jackson) (1991)   
• Teaching a course in parallel processing with limited resources (Seite 97 - 101) (Janet Hartman, Dean Sanders) (1991)   
• Creation of a new case for LUPSort - ALTERNATING (Seite 108 - 111) (Evan Golub, Moshe Augenstein) (1991)   
• Pictures as invariants (Seite 112 - 118) (Owen L. Astrachan) (1991)   
• The relationship between pre-college mathematics and the undergraduate computer science curricula (Seite 124 - 129) (Vicki L. Almstrum) (1991)   
• Mathematics and computer science at odds over real numbers (Seite 130 - 139) (Thomas J. Scott) (1991)   
• An honors course in data compression (Seite 146 - 150) (Debra A. Lelewer, Cheng Ng) (1991)   
• A graph generation software package (Seite 151 - 154) (Richard Johnsonbaugh, Martin Kalin) (1991)   
• Teaching concurrency in the programming languages course (Seite 155 - 161) (Dorian P. Yeager) (1991)   
• Laboratory activities for studying the formal semantics of programming languages (Seite 162 - 168) (Barry L. Kurtz) (1991)   
• The design, implementation, and use of DSTutor - a tutoring system for denotational semantics (Seite 169 - 177) (Barry L. Kurtz, Richard L. Oliver, Edward M. Collins) (1991)   
• An exercise in denotational semantics (Seite 178 - 183) (Ken Slonneger) (1991)   
• Integrating logic programming into a data base course - views as rules in deductive relational data bases (Seite 184 - 191) (Yuksel Uckan) (1991)   
• A team-oriented, project-intensive database course (Seite 192 - 198) (Hossein Saiedian, Hassan Farhat) (1991)   
• Making files real with a virtual disk (Seite 199 - 204) (Louis A. Foster, Norman L. Hughes) (1991)   
• The plight of a minority in computer science - an educational manifesto (Seite 219 - 225) (Amos O. Olagunju) (1991)   
• Begin-BIG an approach to the introductory computing course (Seite 226 - 230) (John Motil) (1991)   
• The introductory computer science course (Seite 235 - 239) (Gary H. Locklair) (1991)   
• Searching in parallel - a case study with the single-source shortest path algorithm (Seite 254 - 259) (Robert M. Harlan) (1991)   
• A laboratory for teaching the development of real-time software systems (Seite 260 - 264) (John A. McCormick) (1991)   
• Parameter passing - the rules the students construct (Seite 283 - 286) (Ann E. Fleury) (1991)   
• Teaching software development in a studio environment (Seite 300 - 303) (James E. Tomayko) (1991)   
• A system for teaching concurrent programming (Seite 309 - 316) (C. William Higginbotham, Ralph Morelli) (1991)
• Utilizing a transputer laboratory and Occam2 in an undergraduate operating systems course (Seite 317 - 323) (Ted Mims, Andrzej Hoppe) (1991)   
• Using Petri nets to introduce operating system concepts (Seite 324 - 329) (John M. Jeffrey) (1991)   
• User interface programming - a human-computer communication course for computer science (Seite 330 - 336) (Steve Cunningham) (1991)   
• Using Ada to specify and evaluate projects in a data structures course (Seite 337 - 340) (James L. Silver) (1991)   
• Most computer organization courses are built upside down (Seite 341 - 346) (Greg W. Scragg) (1991)   
• A multilevel simulator at the register transfer level for use in an introductory machine organization class (Seite 347 - 351) (Dale Skrien, John Hosack) (1991)   
• Estimating execution times - a laboratory exercise for CS2 (Seite 358 - 363) (William J. Collins) (1991)   

• ITiCSE 1996 - Proceedings of the 1st Annual Conference on Integrating Technology into Computer Science Education, ITiCSE 1996, Barcelona, Spain, 2-6 June, 1996 (Lillian (Boots) Cassel) (1996)
  • Foundations of computer science - what are they and how do we teach them? (Viera K. Proulx, Richard Rasala, Harriet J. Fell) (1996)   
• 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. Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.