• Getting started with computer ethics (Seite 1 - 5) (Laurie Honour Werth) (1997)   
• Teaching social and ethical issues in the literacy course (Seite 10 - 14) (Jane Turk, Samuel J. Wiley) (1997)   
• A collection of tools for making automata theory and formal languages come alive (Seite 15 - 19) (Susan H. Rodger, Anna O. Bilska, Kenneth H. Leider, Cecilia Magdalena Procopiuc, Octavian Procopiuc, Jason R. Salemme, Edwin Tsang) (1997)   
• Using student-built algorithm animations as learning aids (Seite 25 - 29) (John T. Stasko) (1997)   
• Function objects, function templates, and passage by behavior in C++ (Seite 35 - 38) (Richard Rasala) (1997)   
• Teaching OOP in C++ using an artificial life framework (Seite 39 - 43) (Richard E. Pattis) (1997)   
• CALOS - first results from an experiment in computer-aided learning for operating systems (Seite 48 - 52) (Murray W. Goldberg) (1997)   
• Examining student learning of computer science (Seite 63 - 66) (Tony Greening) (1997)   
• The evolution of standards for accrediting computer science teacher preparation programs (Seite 67 - 71) (Harriet G. Taylor) (1997)   
• Testing object-oriented programs - making it simple (Seite 77 - 81) (John Rosenberg, Michael Kölling) (1997)   
• The object-ownership model - a case study for inheritance and operator overloading (Seite 82 - 86) (Adair Dingle) (1997)   
• CS0 - computer science orientation course (Seite 87 - 91) (Curtis R. Cook) (1997)   
• Computing, diversity and community - fostering the computing culture (Seite 101 - 105) (Danielle R. Bernstein) (1997)   
• Undergraduate women in computer science - experience, motivation and culture (Seite 106 - 110) (Allan Fisher, Jane Margolis, Faye Miller) (1997)   
• Integrating the practical use of a database product into a theoretical curriculum (Seite 121 - 125) (Susan Darling Urban, Suzanne W. Dietrich) (1997)   
• Avoiding object misconceptions (Seite 131 - 134) (Simon Holland, Robert Griffiths, Mark Woodman) (1997)   
• Object-oriented design and programming - an Eiffel, C++, and Java course for C programmers (Seite 135 - 139) (Dale A. Schoenefeld) (1997)   
• Teaching with object oriented libraries (Seite 140 - 144) (Nick Parlante) (1997)   
• An accelerated introductory computer science course sequence for non-traditional Master's students (Seite 145 - 149) (J. Denbigh Starkey, Ray S. Babcock, Anne S. DeFrance) (1997)   
• Binary trees á laSTL (Seite 159 - 163) (John S. Mallozzi) (1997)   
• Experiences teaching data structures with Java (Seite 164 - 168) (Mark Allen Weiss) (1997)   
• The locker metaphor to teach dynamic memory (Seite 169 - 173) (Ricardo Jiménez-Peris, Cristóbal Pareja-Flores, Marta Patiño-Martínez, J. Ángel Velázquez-Iturbide) (1997)   
• A course on multimedia technology for computer science and computer engineering students (Seite 174 - 178) (Douglas S. Reeves) (1997)   
• A prototype for a data communications laboratory (Seite 179 - 183) (Martin H. Levin) (1997)   
• A Web based configuration control system for team projects (Seite 189 - 193) (Ronald Curtis) (1997)   
• WebLab! A universal and interactive teaching, learning, and laboratory environment for the World Wide Web (Seite 199 - 203) (Rockford J. Ross, Christopher M. Boroni, Frances W. Goosey, Michael T. Grinder, Paul Wissenbach) (1997)   
• Collaborative learning - a case study for CS1 at Grinnell College and Austin (Seite 209 - 213) (Henry MacKay Walker) (1997)   
• Tournament play in CS1 (Seite 214 - 218) (Roy P. Pargas, Joe C. Lundy, John N. Underwood) (1997)   
• Teaching an engineering approach for network computing (Seite 229 - 232) (Eric Dillon, Carlos Gamboa Dos Santos, Jacques Guyard) (1997)   
• Application-based modules using apprentice learning for CS 2 (Seite 233 - 237) (Owen L. Astrachan, Robert F. Smith, James T. Wilkes) (1997)   
• The use of animation to explain genetic algorithms (Seite 243 - 247) (David Jackson, Andrew Fovargue) (1997)   
• AnLex and AnSin - a compiler generator system for beginners (Seite 248 - 252) (Marta Patiño-Martínez, J. Ignacio Castelló-Gómez, Ricardo Jiménez-Peris) (1997)   
• Compiling - a high-level introduction using Scheme (Seite 253 - 257) (Christopher T. Haynes) (1997)   
• The road less traveled - a baccalaureate degree in software engineering (Seite 287 - 291) (Michael J. Lutz, J. Fernando Naveda) (1997)   
• Computer access for students with disabilities - an adaptive technology laboratory (Seite 292 - 295) (Frances S. Grodzinsky) (1997)   
• Machines, statues, and people - strategies for promoting RSI awareness in computing curricula (Seite 296 - 300) (Phil Pfeiffer, Matt Heintzelman) (1997)   
• Iterative development and commercial tools in an undergraduate software engineering course (Seite 306 - 309) (Mark J. Sebern) (1997)   
• Simulating requirements gathering (Seite 310 - 314) (Martin L. Barrett) (1997)   
• Context + experiences = curriculum (Seite 325 - 329) (Judith L. Gersting, Frank H. Young) (1997)   
• Grading student programs using ASSYST (Seite 335 - 339) (David Jackson, Michelle M. Usher) (1997)   
• On-line publication of CS laboratories (Seite 340 - 344) (Deborah Knox) (1997)   
• Educating the next generation of information specialists - industry and university collaborative learning pilot project (Seite 350 - 354) (Kathleen A. Williams) (1997)   
• Strategies for effective integration of software engineering concepts and techniques into the undergraduate computer science curriculum (Seite 360 - 364) (Ursula Jackson, Bill Z. Manaris, Renée McCauley) (1997)   
• Computer networks and data communications (panel) - a laboratory focus (Seite 365 - 366) (Kamyar Dezhgosha, Ted Mims, Richard Wasniowski, Frances S. Grodzinsky, Lawrence J. Osborne, Dean Sanders, Herbert L. Dershem) (1997)   
• Undergraduate research - welcome to the 21st century (Seite 367 - 368) (Robert D. Cupper, Rhonda Eller-Meshreki, Gerald Pitts) (1997)   
• Distance education (panel) - promise and reality (Seite 369 - 370) (Keith Barker, Judith Gal-Ezer, Pamela B. Lawhead, Kurt Maly, James E. Miller, Pete Thomas, Elizabeth S. Adams) (1997)   
• Strategic directions in computer science education (panel) (Seite 371 - 372) (Peter Wegner, Eric Roberts, Roy Rada, Allen B. Tucker) (1997)   
• Defining multimedia courses within a computer science education (panel) (Seite 379 - 380) (William Joseph Adams, Edward A. Fox, Gloria Melara Vides, Rachelle S. Heller) (1997)   
• I.S. '97 (panel) - a report and panel discussion of the joint ACM/AIS/DPMA information systems curriculum for four year undergraduate programs (Seite 381 - 382) (J. Daniel Couger, Gordon B. Davis, David L. Feinstein, John T. Gorgone, Herbert E. Longenecker Jr.) (1997)   
• Learning style models and computer science education (panel) (Seite 383 - 383) (Richard A. Howard, Lisa C. Kaczmarczyk, Frederick N. Springsteel, Nell B. Dale) (1997)
• A comprehensive approach to teaching programming to science and engineering majors (seminar) (Seite 391 - 391) (Joseph L. Zachary) (1997)   
• Java in the C.S. curriculum (seminar) (Seite 392 - 392) (Fintan Culwin) (1997)   
• Pattern-based programming in initial instruction (seminar) (Seite 393 - 393) (J. Philip East, Eugene Wallingford) (1997)   

• Koli Calling 2010 - 10th Koli Calling International Conference on Computing Education Research, Koli Calling '10, Koli, Finland, October 28-31, 2010 (Carsten Schulte, Jarkko Suhonen) (2010)
  • Review of recent systems for automatic assessment of programming assignments (Petri Ihantola, Tuukka Ahoniemi, Ville Karavirta, Otto Seppälä) (2010)   
• Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)   
• Entwicklung und Validierung eines Instruments zur Messung des Wissens über Fehlvorstellungen in der Informatik (Laura Ohrndorf) (2016)   
• ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)
  • Social Perceptions in Computer Science and Implications for Diverse Students (Jennifer Wang, Sepehr Hejazi Moghadam, Juliet Tiffany-Morales) (2017)   
• Computer Science Education - Perspectives on Teaching and Learning in School (Sue Sentance, Erik Barendsen, Carsten Schulte) (2018)   
  • 13. Misconceptions and the Beginner Programmer (Juha Sorva)  
• Koli Calling 2018 - Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018 (Mike Joy, Petri Ihantola) (2018)
  • Statistical Frequency-Analysis of Misconceptions In Object-Oriented-Programming - Regularized PCR Models for Frequency Analysis across OOP Concepts and related Factors (Riko Kelter, Matthias Kramer, Torsten Brinda) (2018)   
• Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018. (Andreas Mühling, Quintin I. Cutts) (2018)
  • Thinking out of the box - comparing metaphors for variables in programming education (Felienne Hermans, Alaaeddin Swidan, Efthimia Aivaloglou, Marileen Smit) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • A Diagnostic Tool for Assessing Students’ Perceptions and Misconceptions Regards the Current Object “this” (Ragonis Noa, Shmallo Ronit)   
• The Cambridge Handbook of Computing Education Research (Sally Fincher, Anthony V. Robins) (2019)  
  • 1. The History of Computing Education Research (Mark Guzdial, Benedict du Boulay) (2019)  
• 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.