• The trouble with for-loop invariants (Seite 1 - 4) (William J. Collins) (1988)   
• File processing - a correctness approach (Seite 5 - 8) (Richard M. Plishka) (1988)   
• A phased programming paradigm (Seite 9 - 12) (C. T. Zahn) (1988)   
• Requiring CS1 students to write requirements specifications - a rationale, implementation suggestions, and a case study (Seite 13 - 16) (Dale A. Brown) (1988)   
• The effective use of undergraduates to staff large introductory CS courses (Seite 22 - 25) (Stuart Reges, John McGrory, Jeff Smith) (1988)   
• The multiuser calculator - an operating system project (Seite 32 - 35) (Jerud J. Mead) (1988)   
• Computing as a discipline - preliminary report of the ACM task force on the core of computer science (Seite 41 - 41) (Peter Denning, Douglas Comer, David Gries, Michael C. Mulder, Allen B. Tucker, A. Joe Turner, Paul R. Young) (1988)   
• Introductory computer science - the case for a unified view (Seite 44 - 48) (J. Stanley Warford) (1988)
• The case for Modula-2 in CS1 and CS2 (Seite 49 - 53) (Elliot B. Koffman) (1988)   
• An introduction to the parallel distributed processing model of cognition and some examples of how it is changing the teaching of artificial intellige (Seite 59 - 62) (George M. Whitson) (1988)   
• Program complexity - a tutorial (Seite 73 - 77) (David Finkel, Gary Haggard) (1988)   
• A major in computer applications for small liberal arts colleges (Seite 90 - 94) (J. Wey When, Gordon R. Jones) (1988)   
• The role of mathematics in the computer science curriculum (Seite 100 - 103) (James Bradley) (1988)   
• A student system development diagrammer (Seite 104 - 108) (Iraj Hirmanpour) (1988)   
• Choosing group projects for advanced systems courses (Seite 109 - 115) (Daniel Farkas) (1988)   
• Introducing knowledge-based projects in a systems development course (Seite 114 - 118) (Vijay Kanabar) (1988)   
• Requirement methods - a graduate level course that integrates software engineering principles with information systems theory (Seite 119 - 123) (Gayle J. Yaverbaum) (1988)   
• The role of supercomputers in higher education (Seite 134 - 134) (Larry Neal, John Connolly, Doyle D. Knight, David Matthews-Morgan) (1988)   
• Application frameworks - experience with MacApp (Seite 142 - 147) (John R. Pugh, Cafee Leung) (1988)   
• A simple technique to motivate structured programming (Seite 153 - 155) (Terry Flaherty) (1988)   
• Using assembly language to teach concepts in the introductory course (Seite 158 - 162) (Barry J. Donahue) (1988)   
• Planning and implementing an internship program for undergraduate computer science students (Seite 168 - 170) (Ted Mims, Raymond Folse, Andrea Martin) (1988)   
• «Cactus Systems» - a computer science practicum that is more than a capstone (Seite 176 - 180) (Charles P. Howerton) (1988)   
• Recruiting more computer science students - what to do after the «glamour» has gone away? (Seite 181 - 181) (William E. McBride, James Calhoun, James L. Richards, Harriet G. Taylor, F. Garnet Walters) (1988)   
• A transition from bubble to shell sort (Seite 183 - 184) (Joseph B. Klerlein, Curtis Fullbright) (1988)   
• Should short, relatively complex algorithms be taught using both graphical and verbal methods? Six replications (Seite 185 - 189) (David A. Scanlan) (1988)   
• Teaching database using a real DBMS - experience with INGRES (Seite 195 - 199) (David F. Haas) (1988)   
• The computer background of incoming freshman - looking for emerging trends (Seite 210 - 214) (Jan L. Harrington) (1988)   
• Retraining pre-college teachers - a survey of state computing coordinators (Seite 215 - 218) (Harriet G. Taylor, Cathleen A. Norris) (1988)   
• IBM 3270 full screen interactive programming without CICS (Seite 219 - 222) (Hilton Chen, Wayne Summers) (1988)   
• A microcomputer oriented computer literacy course (Seite 225 - 229) (Alice L. Clarke, Gerald W. Adkins) (1988)   
• The impact of menus and command-level feedback on learners' acquisition of data base language skills (Seite 230 - 234) (Mary Sumner, James Benjamin) (1988)   
• Using concept expansion and level integration in an introductory computer science course (Seite 244 - 248) (Barry L. Kurtz, J. Mack Adams) (1988)   
• Modeling in Prolog (Seite 259 - 262) (John Najarian) (1988)   
• Goal-oriented laboratory development in CS/EE (Seite 267 - 267) (Keith Barker, A. Wayne Bennett, Gordon E. Stokes, Mike Lucas, Maarten van Swaay) (1988)   
• Learning recursion as a concept and as a programming technique (Seite 275 - 278) (Susan Wiedenbeck) (1988)   
• Spin-out - the Chinese rings in the classroom (Seite 279 - 282) (Brian A. Rudolph) (1988)   
• A content analysis of ten introduction to programming textbooks (Seite 283 - 287) (H. Willis Means) (1988)   
• Should computer science examinations contain «programming» problems? (Seite 288 - 292) (Donald J. Bagert) (1988)   
• Computing trends in small liberal arts colleges (Seite 299 - 303) (Peter D. Smith) (1988)   
• Microprogramming a watch - tools for a course in computer organization (Seite 309 - 312) (Pierre A. von Kaenel) (1988)   
• Varieties of computer graphics courses in computer science (Seite 313 - 313) (Steve Cunningham, Judith R. Brown, Robert P. Burton, Mark Ohlson) (1988)   

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.