• The concorde doesn't fly anymore (Seite 1 - 1) (Mordechai Ben-Ari) (2004)   
• On understanding compatibility of student pair programmers (Seite 7 - 11) (Neha Katira, Laurie A. Williams, Eric N. Wiebe, Carol Miller, Suzanne Balik, Edward F. Gehringer) (2004)   
• Student culture vs group work in computer science (Seite 12 - 16) (William M. Waite, Michele H. Jackson, Amer Diwan, Paul M. Leonardi) (2004)   
• Debugging - from novice to expert (Seite 17 - 21) (Ryan Chmiel, Michael C. Loui) (2004)   
• Design, science, and engineering topics? - teaching HCI with a unified method (Seite 31 - 35) (D. Scott McCrickard, Christa M. Chewar, Jacob P. Somervell) (2004)   
• Case studies for teaching usability engineering (Seite 36 - 40) (Mary Beth Rosson, John M. Carroll, Con M. Rodi) (2004)   
• Term project user interface specifications in a usability engineering course - challenges and suggestions (Seite 41 - 45) (Laura M. Leventhal, Julie Barnes, Joseph Chao) (2004)   
• Information technology accreditation activities (Seite 49 - 50) (Eydie Lawson, Doris K. Lidtke, Barbara Price) (2004)   
• Handwritten slides on a tabletPC in a discrete mathematics course (Seite 51 - 55) (Evan Golub) (2004)   
• Experiences with a tablet PC based lecture presentation system in computer science courses (Seite 56 - 60) (Richard J. Anderson, Ruth E. Anderson, Beth Simon, Steven A. Wolfman, Tammy VanDeGrift, Ken Yasuhara) (2004)   
• Using pen-based computers across the computer science curriculum (Seite 61 - 65) (Dave A. Berque, Terri L. Bonebright, Michael V. Whitesell) (2004)   
• A statistical analysis of student performance in online computer science courses (Seite 71 - 74) (Merry McDonald, Brian Dorn, Gary McDonald) (2004)   
• Highlighting programming language issues using mixed language programming nn Maple and C (Seite 85 - 89) (Andrew T. Phillips) (2004)   
• Cryptography and computer security for undergraduates (Seite 94 - 95) (Paul De Palma, Charles Frank, Suzanne E. Gladfelter, Joshua Holden) (2004)   
• Adding objects to the traditional ACM programming contest (Seite 105 - 109) (Steven K. Andrianoff, Dalton Hunkins, David B. Levine) (2004)   
• The game of set® - an ideal example for introducing polymorphism and design patterns (Seite 110 - 114) (Stuart A. Hansen) (2004)   
• The dream of a common language - the search for simplicity and stability in computer science education (Seite 115 - 119) (Eric Roberts) (2004)   
• Redesigning introductory computer programming with HTML, JavaScript, and Java (Seite 120 - 124) (Qusay H. Mahmoud, Wlodzimierz Dobosiewicz, David A. Swayne) (2004)   
• A visual and interactive automata theory course with JFLAP 4.0 (Seite 140 - 144) (Ryan Cavalcante, Thomas Finley, Susan H. Rodger) (2004)   
• Articulation through a body of knowledge - a report on an NSF ATE project involving Radford University and the Virginia Community College System (Seite 149 - 150) (Joe D. Chase, Dennie Templeton, Michael Peterson, Carlotta Eaton, Diane Wolff, Edward G. Okie) (2004)   
• Taming the tiger - teaching the next version of Java (Seite 151 - 155) (Jeremy D. Frens) (2004)   
• Taming a professional IDE for the classroom (Seite 156 - 160) (Charles Reis, Robert Cartwright) (2004)   
• Java IO and testing made simple (Seite 161 - 165) (Viera K. Proulx, Richard Rasala) (2004)   
• Contemplate sorting with columnsort (Seite 166 - 169) (Lester I. McCann) (2004)   
• Teaching growth of functions using equivalence classes - an alternative to big O notation (Seite 170 - 174) (Constantine Roussos) (2004)   
• Buffer pools and file processing projects for an undergraduate data structures course (Seite 175 - 178) (Clifford A. Shaffer) (2004)   
• Incorporating writing into the CS curriculum (Seite 179 - 180) (Lisa C. Kaczmarczyk, Gerald Kruse, Dian Rae Lopez, Deepak Kumar) (2004)   
• Pervasive computing in the undergraduate curriculum (Seite 181 - 182) (Mark J. Burge) (2004)   
• Kinesthetic learning in the classroom (Seite 183 - 184) (Andrew Begel, Daniel D. Garcia, Steven A. Wolfman) (2004)   
• CS1 assessment using memory diagrams (Seite 200 - 204) (Mark A. Holliday, David Luginbuhl) (2004)   
• The Quiver system (Seite 205 - 209) (Christopher C. Ellsworth, James B. Fenwick Jr., Barry L. Kurtz) (2004)   
• Assessing the assessment of programming ability (Seite 210 - 213) (Charlie Daly, John Waldron) (2004)   
• Enhancing lisp instruction with RCXLisp and robotics (Seite 214 - 218) (Frank Klassner) (2004)   
• Using game days to teach a multiagent system class (Seite 219 - 223) (Leen-Kiat Soh) (2004)   
• Panel on teaching faculty positions (Seite 231 - 232) (John P. Dougherty, Thomas B. Horton, Daniel D. Garcia, Susan H. Rodger) (2004)   
• Why i care about programming and how to teach it (Seite 235 - 235) (Owen L. Astrachan) (2004)   
• Wanted - CS1 students. no experience required (Seite 240 - 244) (Phil Ventura, Bina Ramamurthy) (2004)   
• Core empirical concepts and skills for computer science (Seite 245 - 249) (Grant Braught, Craig S. Miller, David W. Reed) (2004)   
• CS educational research - a meta-analysis of SIGCSE technical symposium proceedings (Seite 255 - 259) (David W. Valentine) (2004)   
• Raising motivation in real-time laboratories - the soccer scenario (Seite 265 - 269) (Mehdi Amirijoo, Aleksandra Tesanovic, Simin Nadjm-Tehrani) (2004)   
• Illustrating computer hardware concepts using PIC-based projects (Seite 270 - 274) (Nurul I. Sarkar, Trevor M. Craig) (2004)   
• Writing efficient programs - performance issues in an undergraduate CS curriculum (Seite 275 - 279) (Saumya K. Debray) (2004)   
• Responding to the challenges of teaching computer ethics (Seite 280 - 281) (Frances S. Grodzinsky, Edward F. Gehringer, Laurie A. Smith King, Herman T. Tavani) (2004)   
• Enhancing apprentice-based learning of Java (Seite 286 - 290) (Michael Kölling, David J. Barnes) (2004)   
• Bringing J2ME industry practice into the classroom (Seite 301 - 305) (David A. Umphress, James H. Cross II, Jhilmil Jain, Nischita Meda, Larry A. Barowski) (2004)   
• Remote access internetworking laboratory (Seite 311 - 314) (Sung K. Yoo, Scott Hovis) (2004)   
• A disk head scheduling simulator (Seite 325 - 329) (Steven Robbins) (2004)   
• Offshore outsourcing - current conditions & diagnosis (Seite 330 - 331) (Ernest Ferguson, Clifton Kussmaul, Daniel D. McCracken, Mary Ann Robbert) (2004)   
• The computer science small department initiative (CS_SDI) report (Seite 332 - 333) (Catherine C. Bareiss, Kris D. Powers, Scott Thede, Marsha Meredith, Christine Shannon, Judy Williams) (2004)   
• Implementation challenges for a K-12 computer science curriculum (Seite 334 - 335) (Allen B. Tucker, Dennis McCowan, Fadi P. Deek, Chris Stephenson, Jill Jones, Anita Verno) (2004)   
• What starisstar information security? (Seite 342 - 342) (Eugene H. Spafford) (2004)   
• If you know b-splines well, you also nnow NURBS! (Seite 343 - 347) (John Fisher, John L. Lowther, Ching-Kuang Shene) (2004)   
• Scheme-based web programming as a basis for a CS0 curriculum (Seite 353 - 357) (Timothy J. Hickey) (2004)   
• Teaching computation to undergraduate scientists (Seite 358 - 362) (Daniel T. Kaplan) (2004)   
• CFX - finding just the right examples for CS1 (Seite 363 - 367) (Dale Reed, Sam John, Ryan Aviles, Feihong Hsu) (2004)   
• Agent-based cooperative learning - a proof-of-concept experiment (Seite 368 - 372) (Leen-Kiat Soh, Hong Jiang 0001, Charles Ansorge) (2004)   
• Developing principles of GUI programming using views (Seite 373 - 377) (Judith Bishop, R. Nigel Horspool) (2004)   
• Events not equal to GUIs (Seite 378 - 381) (Stuart A. Hansen, Timothy V. Fossum) (2004)   
• Virtual trees for the byzantine generals algorithm (Seite 392 - 396) (Ahuva Tikvati, Mordechai Ben-Ari, Yifat Ben-David Kolikant) (2004)   
• A practical access to the theory of parallel algorithms (Seite 397 - 401) (Christoph W. Kessler) (2004)   
• Designing and implementing a cyberwar laboratory exercise for a computer security course (Seite 402 - 406) (Paul J. Wagner, Jason M. Wudi) (2004)   
• Teaching computer security at a small college (Seite 407 - 411) (Cathie LeBlanc, Evelyn Stiller) (2004)   
• Tele-lab IT security - an architecture for interactive lessons for security education (Seite 412 - 416) (Ji Hu, Christoph Meinel, Michael Schmitt 0002) (2004)   
• The role of computer science in undergraduate bioinformatics education (Seite 417 - 421) (Debra T. Burhans, Gary R. Skuse) (2004)   
• Digital media in computer science curricula (Seite 427 - 431) (Yue-Ling Wong, Jennifer J. Burg, Victoria Strokanova) (2004)   
• A concepts-first introduction to computer science (Seite 432 - 436) (Kenneth J. Goldman) (2004)   
• Science of computing suite (SOCS) - resources for a breadth-first introduction (Seite 437 - 441) (Carl Burch, Lynn Ziegler) (2004)   
• We claim this class for computer science - a non-mathematician's discrete structures course (Seite 442 - 446) (Adrienne Decker, Phil Ventura) (2004)   
• Panel session - great principles in computing (Seite 447 - 447) (Peter Denning, Rudolph P. Darken, Eric Roberts, Mark Guzdial) (2004)   
• Teaching software development methods - the case of extreme programming (Seite 448 - 449) (Joe Bergin, James Caristi, Yael Dubinsky, Orit Hazzan, Laurie A. Williams) (2004)   
• IEEE-CS/ACM computing curricula - computer engineering & software engineering volumes (Seite 450 - 452) (John Impagliazzo, Esther A. Hughes, Richard J. LeBlanc, Timothy Lethbridge, Andrew D. McGettrick, Ann E. Kelley Sobel, Pradip K. Srimani, Mitchell D. Theys) (2004)   
• Electronic commerce software laboratory (Seite 453 - 456) (Alfred C. Weaver) (2004)   
• Web services as the foundation for learning complex software system development (Seite 457 - 461) (Marty A. Humphrey) (2004)   
• Design patterns for marine biology simulation (Seite 467 - 471) (Dung Zung Nguyen, Mathias Ricken, Stephen B. Wong) (2004)   
• MODeLeR - multimedia object design learning resource (Seite 472 - 476) (John W. Coffey, Robert Koonce) (2004)   
• Programming in context - a model-first approach to CS1 (Seite 477 - 481) (Jens Bennedsen, Michael E. Caspersen) (2004)   
• A reusable, academic-strength, metrics-based software engineering process for capstone courses and projects (Seite 492 - 496) (Richard L. Conn) (2004)   
• Transitioning to an objects-early three-course introductory sequence - issues and experiences (Seite 499 - 500) (Manuel A. Pérez-Quiñones, Steven Edwards, Claude Anderson, Doug Baldwin, James Caristi, Paul J. Wagner) (2004)   
• Computing curricula 2004 - the overview project (Seite 501 - 501) (Russell L. Shackelford, Lillian N. Cassel, James H. Cross II, John Impagliazzo, Eydie Lawson, Richard J. LeBlanc, Andrew D. McGettrick, Robert H. Sloan, Heikki Topi) (2004)   

• 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)   
• 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)
  • Folk Pedagogy - Nobody Doesn't Like Active Learning (Kate Sanders, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Carol Zander) (2017)   
• SIGCSE 2019 - Proceedings of the 50th ACM Technical Symposium on Computer Science Education, SIGCSE 2019, Minneapolis, MN, USA, February 27 - March 02, 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) (2019)
  • 50 Years of CS1 at SIGCSE - A Review of the Evolution of Introductory Programming Education Research (Brett A. Becker, Keith Quille) (2019)   
• ICER 2022 - ACM Conference on International Computing Education Research, Lugano and Virtual Event, Switzerland, August 7 - 11, 2022, Volume 1 (Jan Vahrenhold, Kathi Fisler, Matthias Hauswirth, Diana Franklin) (2022)
  • Exploring Group Dynamics in a Group-Structured Computing Undergraduate Research Experience (Katherine Izhikevich, Kyeling Ong, Christine Alvarado) (2022)   
• Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)   
  • What is Computing Education Research (CER)? (Mats Daniels, Lauri Malmi, Arnold Pears, Simon)   
  • Theory and Approaches to Computing Education Research (Arnold Pears, Mats Daniels, Anders Berglund)   
  • The Evolution of Computing Education Research: A Meta-Analytic Perspective (Lauri Malmi, Jane Sinclair, Judy Sheard, Simon, Päivi Kinnunen)   
  • The Evolving Themes of Computing Education Research - Trends, Topic Models, and Emerging Research (Mikko Apiola, Mohammed Saqr, Sonsoles López-Pernas)   
  • 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.