• Embracing Uncertainty (Seite 7 - 7) (Jeannette M. Wing) (2017)   
• Evaluating the Effect of Using Physical Manipulatives to Foster Computational Thinking in Elementary School (Seite 9 - 14) (Ashish Aggarwal, Christina Gardner-McCune, David S. Touretzky) (2017)   
• Micro-Classes - A Structure for Improving Student Experience in Large Classes (Seite 21 - 26) (Christine Alvarado, Mia Minnes, Leo Porter) (2017)   
• Gender Differences in Students' Behaviors in CS Classes throughout the CS Major (Seite 27 - 32) (Christine Alvarado, Yingjun Cao, Mia Minnes) (2017)   
• A Curriculum Model Featuring Oral Communication Instruction and Practice (Seite 33 - 37) (Karen Anewalt, Jennifer A. Polack) (2017)   
• Successful First-Year Experience for At-Risk Students (Seite 45 - 50) (Alice Armstrong) (2017)   
• Exploring Gender Diversity in CS at a Large Public R1 Research University (Seite 51 - 56) (Monica Babes-Vroman, Isabel Juniewicz, Bruno Lucarelli, Nicole Fox, Thu D. Nguyen, Andrew Tjang, Georgiana Haldeman, Ashni Mehta, Risham Chokshi) (2017)   
• Employing Retention of Flow to Improve Online Tutorials (Seite 63 - 68) (Ashok R. Basawapatna, Alexander Repenning) (2017)   
• Examining the Relationship Between Introductory Computing Course Experiences, Self-Efficacy, and Belonging Among First-Generation College Women (Seite 69 - 74) (Jennifer M. Blaney, Jane G. Stout) (2017)   
• Choosing Face-to-face or Video-based Instruction in a Mobile App Development Course (Seite 75 - 80) (Matthew R. Boutell) (2017)   
• A Visual Programming Environment for Learning Distributed Programming (Seite 81 - 86) (Brian Broll, Ákos Lédeczi, Péter Völgyesi, János Sallai, Miklos Maroti, Alexia Carrillo, Stephanie L. Weeden-Wright, Chris Vanags, Joshua D. Swartz, Melvin Lu) (2017)   
• Making Noise - Using Sound-Art to Explore Technological Fluency (Seite 87 - 92) (Erik Brunvand, Nina McCurdy) (2017)   
• Evaluating Student Learning from Collaborative Group Tests in Introductory Computing (Seite 99 - 104) (Yingjun Cao, Leo Porter) (2017)   
• Using Programming Process Data to Detect Differences in Students' Patterns of Programming (Seite 105 - 110) (Adam Scott Carter, Christopher David Hundhausen) (2017)   
• SAFE - Smart Authenticated Fast Exams for Student Evaluation in Classrooms (Seite 117 - 122) (Kameswari Chebrolu, Bhaskaran Raman, Vinay Chandra Dommeti, Akshay Veer Boddu, Kurien Zacharia, Arun Babu, Prateek Chandan) (2017)   
• The Code Mangler - Evaluating Coding Ability Without Writing any Code (Seite 123 - 128) (Nick Cheng, Brian Harrington) (2017)   
• A Study of the Use of a Reflective Activity to Improve Students' Software Design Capabilities (Seite 129 - 134) (John W. Coffey) (2017)   
• Teaching Computer Science in the Victorian Certificate of Education - A Pilot Study (Seite 135 - 140) (Richard Cox, Steven Bird, Bernd Meyer 0001) (2017)   
• Cybersecurity for Future Presidents - An Interdisciplinary Non-majors Course (Seite 141 - 146) (Aparna Das, David Voorhees, Cynthia Choi, Carl E. Landwehr) (2017)   
• Pre-College Computing Outreach Research - Towards Improving the Practice (Seite 153 - 158) (Adrienne Decker, Monica M. McGill) (2017)   
• Arts Coding for Social Good - A Pilot Project for Middle-School Outreach (Seite 159 - 164) (Anita DeWitt, Julia Fay, Madeleine Goldman, Eleanor Nicolson, Linda Oyolu, Lukas Resch, Jovan Martinez Saldaña, Soulideth Sounalath, Tyler Williams, Kathryn Yetter, Elizabeth Zak, Narren Brown, Samuel A. Rebelsky) (2017)   
• Using Undergraduate Teaching Assistants in Small Classes (Seite 165 - 170) (Paul E. Dickson, Toby Dragon, Adam Lee) (2017)   
• Getting Students to Earnestly Do Reading, Studying, and Homework in an Introductory Programming Class (Seite 171 - 176) (Alex D. Edgcomb, Frank Vahid, Roman Lysecky, Susan Lysecky) (2017)   
• Teaching Big Data and Cloud Computing with a Physical Cluster (Seite 177 - 181) (Jesse Eickholt, Sharad Shrestha) (2017)   
• Creativity in Authentic STEAM Education with EarSketch (Seite 183 - 188) (Shelly Engelman, Brian Magerko, Tom McKlin, Morgan Miller, Doug Edwards, Jason Freeman) (2017)   
• Reflecting on Three Offerings of a Community-Centric MOOC for K-6 Computer Science Teachers (Seite 195 - 200) (Katrina Falkner, Rebecca Vivian, Nickolas J. G. Falkner, Sally-Ann Williams) (2017)   
• Assessing and Teaching Scope, Mutation, and Aliasing in Upper-Level Undergraduates (Seite 213 - 218) (Kathi Fisler, Shriram Krishnamurthi, Preston Tunnell Wilson) (2017)   
• Capture the Flag Unplugged - an Offline Cyber Competition (Seite 225 - 230) (Vitaly Ford, Ambareen Siraj, Ada Haynes, Eric L. Brown) (2017)   
• Interested In Class, But Not In The Hallway - A Latent Class Analysis (LCA) of CS4All Student Surveys (Seite 243 - 248) (Kenneth E. Graves, Leigh Ann DeLyser) (2017)   
• A Modern Wearable Devices Course for Computer Science Undergraduates (Seite 255 - 260) (Chris Gregg, Raewyn Duvall, Kate Wasynczuk) (2017)   
• Making Robot Challenges with Virtual Robots (Seite 273 - 277) (Kevin J. Gucwa, Harry H. Cheng) (2017)   
• Assessing Children's Understanding of the Work of Computer Scientists - The Draw-a-Computer-Scientist Test (Seite 279 - 284) (Alexandria K. Hansen, Hilary A. Dwyer, Ashley Iveland, Mia Talesfore, Lacy Wright, Danielle Boyd Harlow, Diana Franklin) (2017)   
• Building a Statewide Computer Science Teacher Pipeline (Seite 291 - 296) (Helen H. Hu, Cecily Heiner, Thomas Gagne, Carl Lyman) (2017)   
• Student Perspectives of Team-Based Learning in a CS Course - Summary of Qualitative Findings (Seite 327 - 332) (Michael S. Kirkpatrick) (2017)   
• In-Lab Programming Tests in a Data Structures Course in C for Non-Specialists (Seite 339 - 344) (Edwin M. Knorr, Christopher Thompson) (2017)   
• Variable Evaluation - an Exploration of Novice Programmers' Understanding and Common Misconceptions (Seite 345 - 350) (Tobias Kohn) (2017)   
• Recommendations for Designing CS Resource Sharing Sites for All Teachers (Seite 357 - 362) (Mackenzie Leake, Colleen M. Lewis) (2017)   
• Teaching CS to CS Teachers - Addressing the Need for Advanced Content in K-12 Professional Development (Seite 369 - 374) (Dan Leyzberg, Christopher Moretti) (2017)   
• Understanding High School Students' Reading, Remixing, and Writing Codeable Circuits for Electronic Textiles (Seite 381 - 386) (Breanne K. Litts, Yasmin B. Kafai, Debora Lui, Justice T. Walker, Sari Widman) (2017)   
• Comparing Outcomes Across Different Contexts in CS1 (Seite 399 - 403) (Bruce A. Maxwell, Stephanie R. Taylor) (2017)   
• Folk Pedagogy and the Geek Gene - Geekiness Quotient (Seite 405 - 410) (Robert McCartney, Jonas Boustedt, Anna Eckerdal, Kate Sanders, Carol Zander) (2017)   
• Eliminating Gender Bias in Computer Science Education Materials (Seite 411 - 416) (Paola Medel, Vahab Pournaghshband) (2017)   
• A Two-Course Sequence of Real Projects for Real Customers (Seite 417 - 422) (Christian Murphy, Swapneel Sheth, Sydney Morton) (2017)   
• Preparing and Supporting Industry Professionals as Volunteer High School Computer Science Co-Instructors (Seite 441 - 446) (Anthony Papini, Leigh Ann DeLyser, Nathaniel Granor, Kevin Wang) (2017)   
• Concepts and Practices - Designing and Developing A Modern K-12 CS Framework (Seite 453 - 458) (Miranda C. Parker, Leigh Ann DeLyser) (2017)   
• Integrating Computer Science into Music Education (Seite 459 - 464) (John Peterson, Greg Haynes) (2017)   
• Do Enhanced Compiler Error Messages Help Students? - Results Inconclusive (Seite 465 - 470) (Raymond S. Pettit, John Homer, Roger Gee) (2017)   
• Investigating Student Plagiarism Patterns and Correlations to Grades (Seite 471 - 476) (Jonathan Pierce, Craig B. Zilles) (2017)   
• From Professional Development to the Classroom - Findings from CS K-12 Teachers (Seite 477 - 482) (Lori L. Pollock, Chrystalla Mouza, Amanda Czik, Alexis Little, Debra Coffey, Joan Buttram) (2017)   
• On the (Mis) Understanding of the «this» Reference (Seite 489 - 494) (Noa Ragonis, Ronit Shmallo) (2017)   
• A Literature Review through the Lens of Computer Science Learning Goals Theorized and Explored in Research (Seite 495 - 500) (Kathryn Rich, Carla Strickland, Diana Franklin) (2017)   
• Assessment of Introducing Algorithms with Video Lectures and Pseudocode Rhymed to a Melody (Seite 519 - 524) (Benjamin J. Schreiber, John P. Dougherty) (2017)   
• Evaluation and Impact of a Required Computational Thinking Course for Architecture Students (Seite 525 - 530) (Nick Senske) (2017)   
• Professional Recognition Matters - Certification for In-service Computer Science Teachers (Seite 537 - 542) (Sue Sentance, Andrew Paul Csizmadia) (2017)   
• Improving Students' Learning and Achievement in CS Classrooms through Computational Creativity Exercises that Integrate Computational and Creative Thi (Seite 543 - 548) (Duane F. Shell, Leen-Kiat Soh, Abraham E. Flanigan, Markeya S. Peteranetz, Elizabeth Ingraham) (2017)   
• My Digital Hand - A Tool for Scaling Up One-to-One Peer Teaching in Support of Computer Science Learning (Seite 549 - 554) (Aaron J. Smith, Kristy Elizabeth Boyer, Jeffrey Forbes, Sarah Heckman, Ketan Mayer-Patel) (2017)   
• Impact of Prior Exposure to the PLP Instruction Set Architecture in a Computer Architecture Course (Seite 555 - 560) (Sohum Sohoni, Scotty D. Craig, Shaowen Lu) (2017)   
• Introducing Data Science to School Kids (Seite 561 - 566) (Shashank Srikant, Varun Aggarwal) (2017)   
• CORP - Co-operative Remote Practicum Work Experience Model for Software Engineering Education (Seite 567 - 571) (Dannie M. Stanley) (2017)   
• Infrastructure for Continuous Assessment of Retained Relevant Knowledge (Seite 579 - 584) (Kathleen Timmerman, Travis E. Doom) (2017)   
• A Collaborative Approach to Teaching Software Architecture (Seite 591 - 596) (Arie van Deursen, Mauricio Finavaro Aniche, Joop Aué, Rogier Slag, Michael de Jong, Alex Nederlof, Eric Bouwers) (2017)   
• POGIL Activities in Data Structures - What do Students Value? (Seite 597 - 602) (Tammy VanDeGrift) (2017)   
• Diversity Barriers in K-12 Computer Science Education - Structural and Social (Seite 615 - 620) (Jennifer Wang, Sepehr Hejazi Moghadam) (2017)   
• A Comparative Analysis of Online and Face-to-Face Professional Development Models for CS Education (Seite 621 - 626) (David C. Webb, Hilarie Nickerson, Jeffrey B. Bush) (2017)   
• From Blocks to Text and Back - Programming Patterns in a Dual-Modality Environment (Seite 633 - 638) (David Weintrop, Nathan R. Holbert) (2017)   
• Writing Autograders for Snap! And Integrating them Into Your Course (Abstract Only) (Seite 639 - 639) (Michael Ball) (2017)
• The Micro - bit: Hands-on Computing for the New Generation (Abstract Only) (Seite 639 - 639) (Thomas Ball, Judith Bishop, Jonathan de Halleux) (2017)
• Interactive Problem Solving Using Mobile Devices in the Classroom (Abstract Only) (Seite 640 - 641) (M. Muztaba Fuad) (2017)
• Distributed Programming with NetsBlox is a Snap! (Abstract Only) (Seite 640 - 640) (Brian Broll, Ákos Lédeczi) (2017)
• App Lab - A Powerful JavaScript IDE for Rapid Prototyping of Small Data-backed Web Applications (Abstract Only) (Seite 641 - 642) (Alice Steinglass, Baker Franke, Sarah Filman) (2017)
• Submitty - An Open Source, Highly-Configurable Platform for Grading of Programming Assignments (Abstract Only) (Seite 641 - 641) (Matthew Peveler, Jeramey Tyler, Samuel Breese, Barbara Cutler, Ana Milanova) (2017)
• CSPd Week - A Scalable Model for Preparing Teachers for CS for All (Seite 645 - 646) (Tracy Camp, Emmanuel Schanzer, Joanna Goode, Owen L. Astrachan, Ed Campos) (2017)   
• Social Justice and Equity in CS Education - Inaugural Launch of AP Computer Science Principles (Seite 653 - 654) (Lien Diaz, Frances P. Trees, Dale Reed, Richard Kick, Andrew Kuemmel) (2017)   
• Increasing Diversity in the Face of Enrollment Increases (Seite 655 - 656) (Wendy M. DuBow, Ignatios Vakalis, Laura K. Dillon, Helen H. Hu) (2017)   
• Technology We Can't Live Without! - revisited (Seite 659 - 660) (Ria Galanos, Whitaker Brand, Sumukh Sridhara, Mike Zamansky, Evelyn Zayas) (2017)   
• The Role of CS Departments in The US President's «CS for All» Initiative (Seite 663 - 664) (Mark Guzdial, Barbara J. Ericson, W. Richards Adrion, Megean Garvin) (2017)   
• Panel - Teaching To Increase Diversity and Equity in STEM (Seite 665 - 666) (Helen H. Hu, Douglas Blank, Albert Chan, Travis E. Doom) (2017)   
• Building CS Teaching Capacity - Comparing Strategies for Achieving Large Scale Impact (Seite 667 - 668) (Kimberly Hughes, Carol L. Fletcher, Leigh Ann DeLyser, Anthoy Owen) (2017)   
• Bringing Undergraduate Research Experience in Non-R1 Institutions (Seite 671 - 672) (Farzana Rahman, Helen H. Hu, Dennis Brylow, Clif Kussmaul) (2017)   
• Computing Education in Liberal Arts Colleges - A Status Report of the SIGCSE Committee (Seite 675 - 676) (Doug Baldwin, Grant Braught, Amanda M. Holland-Minkley) (2017)   
• CS 1 - Beyond Programming (Seite 677 - 678) (Doug Baldwin, Valerie Barr, Amy Briggs, Jessen T. Havill, Bruce Maxwell, Henry M. Walker) (2017)   
• Holistic Development of Underrepresented Students through Academic - Industry Partnerships (Seite 681 - 682) (Legand Burge, Marlon Mejias, KaMar Galloway, Kinnis Gosha, Jean Muhammad) (2017)   
• ACM Joint Task Force on Cybersecurity Education (Seite 683 - 684) (Diana Burley, Matt Bishop, Siddharth Kaza, David S. Gibson, Elizabeth K. Hawthorne, Scott Buck) (2017)   
• Special Session - Converting Your Teaching (or Even Your Whole Department!) to Active Learning via POGIL (Seite 687 - 688) (Helen H. Hu, Chris Mayfield, Janice L. Pearce) (2017)   
• Special Session - ICER UP CS Ed Research Workshop Summary-Essence of Illustrative Projects (Seite 689 - 690) (Eileen Kraemer, Aubrey Lawson, Murali Sitaraman) (2017)   
• Nifty Assignments (Seite 695 - 696) (Nick Parlante, Julie Zelenski, Dave Feinberg, Kunal Mishra, Josh Hug, Kevin Wayne, Michael Guerzhoy, Jackie Chi Kit Cheung, François Pitt) (2017)   
• Broadening Participation in Computer Science - Key Strategies from International Findings (Seite 697 - 698) (Rebecca Vivian, Katrina Falkner, Claudia Szabo) (2017)   
• Bringing Real-Time Collaboration to Visual Programming (Abstract Only) (Seite 699 - 699) (Brian Broll, Ákos Lédeczi) (2017)
• Seeking Evidence for Basing the CS Theory Course on Non-decision Problems (Abstract Only) (Seite 700 - 700) (John MacCormick) (2017)
• Teach Access - Preparing Computing Students for Industry (Abstract Only) (Seite 700 - 700) (Megan Lawrence, Mary Bellard) (2017)
• Developing Big Data Curriculum with Open Source Infrastructure (Abstract Only) (Seite 700 - 701) (Anurag Nagar) (2017)
• Accessibility as a First-Class Concern in Teaching GUIs and Software Engineering (Abstract Only) (Seite 701 - 701) (Joel Ross, Andrew J. Ko, David L. Stearns) (2017)
• Curriculum Design for 'Explorations in Computing' (a New General Education Course at USC) (Abstract Only) (Seite 701 - 701) (Saty Raghavachary) (2017)
• Lessons learned from an EPIC course - Mobile Application Development for Mobile Health (Abstract Only) (Seite 702 - 702) (Chen-Hsiang Yu) (2017)
• Merging MyCS - Lessons from a District-wide Middle-school CS pilot (Abstract Only) (Seite 703 - 703) (Sam Andow, Kaitlyn Eng, Julia McCarthy, Olivia Palenscar, Thomas Schneider, Adam Schulze, Zachary Dodds, Bryan Twarek) (2017)
• Building Tools, Gathering Data - Precursors for Assessing Students' Programming Process (Abstract Only) (Seite 703 - 703) (Carl Alphonce, Jacob Condello, Bina Ramamurthy, Simran Singh) (2017)
• Implementing «In-Lab» Autograding for Snap! - (Abstract Only) (Seite 703 - 703) (Michael Ball) (2017)
• Can We Conduct A Social Construction Based Epistemology for CS1 and CS2 Students? (Abstract Only) (Seite 704 - 704) (Frisque Brennen, Ankur Chattopadhyay) (2017)
• CS for SC - A Landscape Report of K-12 Computer Science in South Carolina (Abstract Only) (Seite 705 - 705) (Quinn Burke, Madeleine Schep, Travis Dalton) (2017)
• Investigating the Impact of Unsolicited Next-Step and Subgoal Hints on Dropout in a Logic Proof Tutor (Abstract Only) (Seite 705 - 705) (Christa Cody, Behrooz Mostafavi) (2017)
• On the Integration of Big Data and Cloud Computing Topics (Abstract Only) (Seite 706 - 706) (Debzani Deb) (2017)
• ThoTh Lab - A Personalized Learning Framework for CS Hands-on Projects (Abstract Only) (Seite 706 - 706) (Yuli Deng, Dijiang Huang, Chun-Jen Chung) (2017)
• What We Say vs. What They Do - A Comparison of Middle-School Coding Camps in the CS Education Literature and Mainstream Coding Camps (Abstract Only) (Seite 707 - 707) (Anita DeWitt, Julia Fay, Madeleine Goldman, Eleanor Nicolson, Linda Oyolu, Lukas Resch, Jovan Martinez Saldaña, Soulideth Sounalath, Tyler Williams, Kathryn Yetter, Elizabeth Zak, Narren Brown, Samuel A. Rebelsky) (2017)
• A Final Project Report on CS4Alabama - A Statewide Professional Development Initiative for CS Principles (Abstract Only) (Seite 708 - 708) (Kathleen Haynie, Jeff Gray, Sheryl Packman, Carol Crawford, Mary Boehm, Jonathan Corley) (2017)
• Progsnap - Sharing Programming Snapshots for Research (Abstract Only) (Seite 709 - 709) (David Hovemeyer, Arto Hellas, Andrew Petersen, Jaime Spacco) (2017)
• Learning and Identity in YWIC - An Analysis of Program Implementation and Design as Promoting Agency in Computing (Abstract Only) (Seite 709 - 709) (Sarah Hug, Enrico Pontelli, Raena Cota, Suzanne Eyerman) (2017)
• An interactive Web Application Visualizing Memory Space for Novice C Programmers (Abstract Only) (Seite 710 - 710) (Ryosuke Ishizue, Kazunori Sakamoto, Hironori Washizaki, Yoshiaki Fukazawa) (2017)
• Open Extensible System for Dynamic Problem Creation for Computer Science (Abstract Only) (Seite 710 - 710) (Keith Irwin, Darina Dicheva, Christo Dichev) (2017)
• CS1 - Computation & Cognition - An Evidence-Based Course to Broaden Participation (Abstract Only) (Seite 712 - 712) (Clif Kussmaul) (2017)
• Agile Development in Project-based Curriculum at Scale for Middle and High School Girls (Abstract Only) (Seite 712 - 712) (Sarah Judd, Megan Sullivan, Jeff Stern) (2017)
• Should Your College Computer Science Program Partner with a Coding Boot Camp? (Abstract Only) (Seite 712 - 712) (Louise Ann Lyon, Quinn Burke, Jill Denner, Jim Bowring) (2017)
• Building Bridges - How the Southeast is Increasing the Representation of Students with Disabilities in STEM (Abstract Only) (Seite 713 - 713) (Daniela Marghitu, Amber Wagner) (2017)
• Examining PhD Student Interest in Teaching - An Analysis of 19 Years of Historical Data (Abstract Only) (Seite 713 - 713) (Travis Mandel, Jens Mache) (2017)
• Using Professional Development to Move Toward a Guided Discovery Approach in the Classroom (Abstract Only) (Seite 714 - 714) (Susan B. Miller) (2017)
• Broadening Secure Mobile Software Development (SMSD) Through Curriculum Development (Abstract Only) (Seite 715 - 715) (Kai Qian, Hossain Shahriar, Fan Wu, Cassandra Thomas, Emmanuel Agu) (2017)
• Can Undergraduate Computing Research Be Student-Driven? (Abstract Only) (Seite 715 - 715) (Chelsea Patek, Ankur Chattopadhyay) (2017)
• CodeBox64 - A Tactile Input Modality for Block Programming (Abstract Only) (Seite 715 - 715) (Max Paulk, Amber Wagner) (2017)
• Cracking the Code - Bringing Introductory Computer Science to a Charleston Middle School (Abstract Only) (Seite 716 - 716) (Clare A. Rumsey, Quinn Burke, Chris Thurman) (2017)
• Applications of Specifications Grading in Computer Science Courses (Abstract Only) (Seite 716 - 716) (Christian Roberson) (2017)
• Cyber Crime Investigators - Pathways from High School to Cybersecurity Careers for First Generation College-Bound Students (Abstract Only) (Seite 717 - 717) (Nicole Simon, Megan Banford) (2017)
• Do Computer Science Exposure Activities and Courses Influence the Pursuit of Computing Majors in Higher Education among Underrepresented High School S (Seite 717 - 717) (Allison Scott, Alexis Martin, Frieda McAlear) (2017)   
• A Game-Driven Approach to Teaching Bit Manipulation (Abstract Only) (Seite 718 - 718) (Paul Voelker, Chris Johnson) (2017)
• Motivating K-12 Students Toward Computer Science, and Computer Science Students Toward Teaching (Abstract Only) (Seite 718 - 718) (Peter A. Tucker, Robert Bryant) (2017)
• A Flexible Late Day Policy Reduces Stress and Improves Learning (Abstract Only) (Seite 718 - 718) (Jeramey Tyler, Matthew Peveler, Barbara Cutler) (2017)
• Enhancing Cybersecurity Education Using POGIL (Abstract Only) (Seite 719 - 719) (Xiaohong Yuan, Li Yang 0001, Wu He, Jennifer T. Ellis, Jinsheng Xu, Cynthia K. Waters) (2017)
• Collecting Participation Data Across NSF CS10K-Funded Professional Development Providers (Abstract Only) (Seite 720 - 720) (Rebecca Zarch, Alan Peterfreund) (2017)
• The Power of Analogies in Introductory CS Education (Abstract Only) (Seite 721 - 721) (Yingjun Cao, Scott D. Anderson) (2017)
• The ACM Code of Ethics and Professional Conduct - Teaching Strategies and the Coming Update (Abstract Only) (Seite 721 - 721) (Bo Brinkman, Karla Carter) (2017)
• Communicating What Liberal Arts Colleges Contribute to Computer Science (Abstract Only) (Seite 722 - 722) (Janet Davis, Angela Berardinelli, Amanda M. Holland-Minkley, Ellen Walker) (2017)
• Advancing Data Science for Students of All Majors (Abstract Only) (Seite 722 - 722) (Lillian N. Cassel, Michael Posner, Darina Dicheva, Don Goelman, Heikki Topi, Christo Dichev) (2017)
• Evaluating the Long-Term Impact of Pre-college Computing Activities (Abstract Only) (Seite 722 - 722) (Adrienne Decker, Monica M. McGill, Alan Peterfreund) (2017)
• Practical Systems Programming in Computer Science Education (Abstract Only) (Seite 723 - 723) (Peter H. Fröhlich, Borja Sotomayor) (2017)
• Sustainable Methods for Impactful Service Learning in Computer Science - (Abstract Only) (Seite 723 - 723) (Nate Derbinsky, Durga Suresh) (2017)
• Strategies for Including Soft Skills and Interdisciplinary Content in CS Education (Abstract Only) (Seite 725 - 725) (Amanda M. Holland-Minkley, Thomas E. Lombardi, Madeline E. Smith) (2017)
• Access to Computing Education for Students with Disabilities (Abstract Only) (Seite 726 - 726) (Richard E. Ladner, Andreas Stefik, Daniela Marghitu) (2017)
• GitHub, Tutors, Relatives, and Friends - The Wide Web of Plagiarism (Abstract Only) (Seite 726 - 726) (Amardeep Kahlon, Bonnie K. MacKellar, Anastasia Kurdia) (2017)
• Perspectives on Teaching Humanitarian Free and Open Source Software (Abstract Only) (Seite 727 - 727) (Becka Morgan, Heidi J. C. Ellis, Gregory W. Hislop, Grant Braught, Lori Postner) (2017)
• Using Tangible Manipulatives for Hands-on Activities in Undergraduate Computer Science Classes (Abstract Only) (Seite 727 - 727) (Stephanie Ludi, Stan Kurkovsky) (2017)
• Improving Effectiveness of CS Teacher Professional Development (Abstract Only) (Seite 728 - 728) (Karen Parker, Sloan Davis, Chris Stephenson, Jason Ravitz) (2017)
• Collaborative research into Game Jams, Hackathons and Event-Based Teaching in Higher Education (Abstract Only) (Seite 728 - 728) (Ian Pollock, Lonny Brooks) (2017)
• Can we really do it? - Conducting Significant Computer Science Research in Primarily Undergraduate Institutions (PUIs) (Abstract Only) (Seite 729 - 729) (Farzana Rahman, Suzanne Matthews, Kelly A. Shaw 0001, Andrea Danyluk) (2017)
• Sharing and Using Programming Log Data (Abstract Only) (Seite 729 - 729) (Thomas W. Price, Neil C. C. Brown, Chris Piech, Kelly Rivers) (2017)
• CSTA K-12 CS Standards for All (Abstract Only) (Seite 730 - 730) (Deborah W. Seehorn, Lissa Clayborn) (2017)
• CS4What? - A Game-based Discussion about the Purposes of Universal Computer Science Education (Abstract Only) (Seite 730 - 730) (Rafi Santo, David Phelps) (2017)
• Teaching Track Faculty in CS (Abstract Only) (Seite 731 - 731) (Mark Sherriff, Christopher Gregg, Shawn Lupoli) (2017)
• Forming Strong and Effective Student Teams (Abstract Only) (Seite 731 - 731) (Anya Tafliovich, Jennifer Campbell, Daniel Zingaro, Francisco J. Estrada, Leo Porter) (2017)
• Researching the K-12 Computer Science Framework (Abstract Only) (Seite 732 - 732) (Pat Yongpradit) (2017)
• Micro Projects - Putting Light and Magic into Learning Computer Systems Concepts (Abstract Only) (Seite 733 - 733) (Edwin Franklin Barry) (2017)
• UTeach CS Principles - Broadening Participation Through K-12 Computer Science Education and Teacher Professional Learning and Support (Abstract Only) (Seite 733 - 733) (Bradley Beth, Amy Moreland) (2017)
• Designing Blended Learning Models to Support Computational Learning - Minecraft Edition (Abstract Only) (Seite 733 - 733) (Dominic A. Amato, Ugochi Acholonu) (2017)
• What's New in BlueJ 4 - Git, Stride and more (Abstract Only) (Seite 734 - 734) (Neil C. C. Brown, Amjad AlTadmri) (2017)
• How to Plan and Run Effective Teacher Professional Development (Abstract Only) (Seite 735 - 735) (Barbara J. Ericson, Rebecca Dovi, Ria Galanos) (2017)
• How to Collect, Analyze and Act on Learning Data in Computer Science Courses (Abstract Only) (Seite 735 - 735) (Ananda Gunawardena) (2017)
• How to Integrate Interactive Learning into Large Classes (Abstract Only) (Seite 737 - 737) (Stephan Krusche, Andreas Seitz, Nadine von Frankenberg, Bernd Bruegge) (2017)
• Workshop - Guiding Students to Discover CS Concepts & Develop Process Skills Using POGIL (Abstract Only) (Seite 738 - 738) (Clif Kussmaul, Chris Mayfield, Helen H. Hu) (2017)
• Testing Across the Curriculum (Abstract Only) (Seite 738 - 738) (Zachary Kurmas) (2017)
• GP - A General Purpose Blocks-Based Language (Abstract Only) (Seite 739 - 739) (John Maloney, Michael Nagle, Jens Mönig) (2017)
• Using AppVis to Build Data-rich Apps with MIT App Inventor (Abstract Only) (Seite 740 - 740) (Fred Martin, Samantha Michalka, Harry Zhu, Jere Boudelle) (2017)
• Using and Customizing Open-Source Runestone Ebooks for Computer Science Classes (Abstract Only) (Seite 741 - 741) (Bradley N. Miller, Paul Resnick, Barbara J. Ericson) (2017)
• An Introduction to the Weka Data Mining System (Abstract Only) (Seite 742 - 742) (Ingrid Russell, Zdravko Markov) (2017)
• Increasing Student Interest in Data Structures Courses with Real-World Data and Visualizations Using BRIDGES (Abstract Only) (Seite 743 - 743) (Kalpathi R. Subramanian, Jamie Payton) (2017)
• Two Birds - Teaching Coding and Math in Primary Schools and Beyond (Abstract Only) (Seite 743 - 743) (Victor Winter, Betty Love) (2017)
• Urban Archivist Application (Seite 749 - 750) (James W. Belford) (2017)   
• Tapped-based Authentication for Mobile Device Security (Seite 751 - 752) (Lukasz Brodowski, Cameron Dziurgot, Donald Moretz) (2017)   
• Mixed-initiative Personal Assistants (Seite 753 - 754) (Joshua W. Buck, Saverio Perugini) (2017)   
• Time Lord - Covert Timing Channel Implementation and Realistic Experimentation (Seite 755 - 756) (Eduardo J. Castillo, Xenia Mountrouidou, Xiangyang Li) (2017)   
• Identifying and Exploiting Vulnerabilities in Civilian Unmanned Aerial Vehicle Systems and Evaluating and Countering Potential Threats Against the Uni (Seite 761 - 762) (Philip J. Costello) (2017)   
• Quadrilateral Mesh Generation with a Provably Good Aspect Ratio Bound (Seite 763 - 764) (Christopher Gillespie, Mark Moore, Colin Brown) (2017)   
• Applying Machine Learning to Predict Davidson College's Admissions Yield (Seite 765 - 766) (Joseph Jamison) (2017)   
• One Size Doesn't Fit All (Seite 769 - 770) (Zane Ryan Johnston) (2017)   
• Creative Computing and Society - When Undergraduates Design a Curriculum for an Introductory Computing Course (Seite 773 - 774) (Sierra Magnotta, Anushikha Sharma, Jingya Wu, Darakhshan J. Mir) (2017)   
• Digitalizing Paper-Based Exams - An Assessment of Programming Grading Assistant (Seite 775 - 776) (Hannah E. Murphy) (2017)   
• A Pathway to Strengthening Support for Beauty and Joy of Computing Teachers (Seite 779 - 780) (Meghana Subramaniam, Veronica Cateté) (2017)   
• Teacher Configurable Coding Challenges for Block Languages (Seite 783 - 784) (Nath Tumlin) (2017)   
• Scaling Up Automated Verification - A Case Study and Formal-IDE for the Construction of High Integrity Software (Seite 785 - 786) (Daniel Welch 0001) (2017)   
• Improving SAT-solving with Machine Learning (Seite 787 - 788) (Haoze Wu) (2017)   
• Using Scratch and Female Role Models while Storytelling Improves Fifth-Grade Students' Attitudes toward Computing (Seite 791 - 792) (Raza Zaidi, Isabel Freihofer, Gloria Childress Townsend) (2017)   

• Empfehlungen für gendersensible MINT-Angebote (Bernadette Spieler)   
• 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)   
• Development and Evaluation of Concepts and Tools to Reinforce Gender Equality by Engaging Female Teenagers in Coding (Bernadette Spieler) (2018)   
• SIGCSE 2018 - Proceedings of the 49th ACM Technical Symposium on Computer Science Education, SIGCSE 2018, Baltimore, MD, USA, February 21-24, 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) (2018)   
  • Best Practices in Academia to Remedy Gender Bias in Tech (Ursula Wolz, Lina Battestilli, Bruce Maxwell, Susan H. Rodger, Michelle Trim) (2018)   
• ICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER 2018, Espoo, Finland, August 13-15, 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) (2018)
  • Starting from Scratch - Outcomes of Early Computer Science Learning Experiences and Implications for What Comes Next (David Weintrop, Alexandria K. Hansen, Danielle B. Harlow, Diana Franklin) (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)
  • Infusing computational thinking into middle grade science classrooms - lessons learned (Veronica Cateté, Nicholas Lytle, Yihuan Dong, Danielle Boulden, Bita Akram, Jennifer Houchins, Tiffany Barnes, Eric N. Wiebe, James C. Lester, Bradford W. Mott, Kristy Boyer) (2018)   
• Informatics in Schools: Fundamentals of Computer Science and Software Engineering (Sergei Pozdniakov, Valentina Dagienė) (2018)   
  • Computer Science Teachers Perspectives on Competencies - A Case Study in the Kingdom of Saudi Arabia (Fayiq Alghamdi, Arnold Pears, Aletta Nylén)   
• 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)
  • The Zones of Proximal Flow Tutorial - Designing Computational Thinking Cliffhangers (Ashok R. Basawapatna, Alexander Repenning, Mark Savignano) (2019)   
• Informatik Spektrum Sonderheft: Bildung und Informatik - Volume 42, Issue 2, April 2019 (2019)   
  • Denn sie wissen nicht, was sie programmieren (Tobias Kohn, Dennis Komm)   
• Unterrichtseinheit Variablenkonzept auf der Sekundarstufe - Misskonzepte und deren Überwindung bei der Entwicklung des Variablenkonzepts auf der Sekundarstufe in Scratch (Christian Rauter) (2019)  
• ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER 2019, Toronto, ON, Canada, August 12-14, 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) (2019)
  • Evaluating the Effectiveness of Parsons Problems for Block-based Programming (Rui Zhi, Min Chi, Tiffany Barnes, Thomas W. Price) (2019)   
  • Computer Science Teacher Preparation in an International Context - A Comparative Study (Tomás Prucha) (2019)   
• ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) (2019)
  • Computational Thinking At Primary School - Didactical and Psychological Aspects (Marialaura Moschella) (2019)   
  • Helping Students Solve Parsons Puzzles Better (Amruth N. Kumar) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • The Effects of a Professional Development Workshop Focusing on Action Research on the Practice of High-School Computer Science Teachers (Ofra Brandes, Michal Armoni) (2019)   
  • Which Perceptions Do Primary School Children Have about Programming? (Katharina Geldreich, Alexandra Simon, Elena Starke) (2019)   
  • Improving Scratch Programming with CRC-Card Design (Sebastian Keller, Maren Krafft, Gordon Fraser, Neil Walkinshaw, Korbinian Otto, Barbara Sabitzer) (2019)   
• Informatics in Schools. New Ideas in School Informatics (Sergei Pozdniakov, Valentina Dagienė) (2019)   
  • Wandering Micro:bits in the Public Education of Hungary (Andor Abonyi-Tóth, Zsuzsa Pluhár)   
• Impacts of Block-based Programming on Young Learners’ Programming Skills and Attitudes in the Context of Smart Environments (Mazyar Seraj) (2020)   
• ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
  • Revisiting Self-Efficacy in Introductory Programming (Phil Steinhorst, Andrew Petersen 0001, Jan Vahrenhold) (2020)   
  • Hedy - A Gradual Language for Programming Education (Felienne Hermans) (2020)   
  • Understanding Conceptual Transfer for Students Learning New Programming Languages (Ethel Tshukudu, Quintin I. Cutts) (2020)   
  • Data Science Education - Curriculum and pedagogy (Koby Mike) (2020)   
• DELFI 2020 - Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (Raphael Zender, Dirk Ifenthaler, Thiemo Leonhardt, Clara Schumacher) (2020)   
  • Das PECC-Framework - Gender-Sensibilität und spielerische Programmierung in der informatischen Grundbildung (Bernadette Spieler, Carina Girvan) (2020)   
• Programming in K–6 - Understanding Errors and Supporting Autonomous Learning (Jacqueline Staub) (2021)   
• Informatik für alle - Beitrag und exemplarische Ausgestaltung informatischer Bildung als Grundlage für Bildung in der digitalen Transformation (Stefan Seegerer) (2021)   
• Informatics in Schools. Rethinking Computing Education - 14th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2021, Virtual Event, November 3–5, 2021 (Erik Barendsen, Christos Chytas) (2021)   
  • Teaching Recursion in High School (Dennis Komm)   
  • Problems, Professional Development and Reflection - Experiences of High-School Computer Science Teachers in Serbia (Vojislav Vujošević)   
• Computational Thinking in Education - A Pedagogical Perspective (Aman Yadav, Ulf Dalvad Berthelsen) (2021)  
  • 8. Professional Development as a Bridge between Teacher Competencies and Computational Thinking Integration (Secil Caskurlu, Aman Yadav, Kyle Dunbar, Rafi Santo)
• Informatics in Schools. A Step Beyond Digital Education - 15th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2022, Vienna, Austria, September 26–28, 2022 (Andreas Bollin, Gerald Futschek) (2022)   
  • Textbooks and Materials for Teaching Computer Science in Slovenia (Špela Cerar, Matija Lokar, Gregor Anželj, Andrej Brodnik, Irena Nančovska Šerbec)   
• Teaching Coding in K-12 Schools - Research and Application (Therese Keane, Andrew Fluck) (2023)   
  • Initial Steps in Teaching Python at Lower Secondary School Using the Platform Codeboard.io (Miroslava Černochová, Hasan Selcuk, Martin Beneš) (2023)   
• WIPSCE '23 - The 18th WiPSCE Conference on Primary and Secondary Computing Education Research (Sue Sentance, Mareen Grillenberger) (2023)
  • Project-Based Software Engineering Curriculum for Secondary Students (Isabella Gransbury, Janet Brock, Emily Root, Veronica Cateté, Tiffany Barnes, Shuchi Grover, Ákos Lédeczi) (2023)   
  • CS Outreach to Inform Secondary School Students' Perceptions of CS - Initial Findings (Karen Nolan, Roisin Faherty, Keith Quille, Keith Nolan, Amanda O'Farrell, Brett A. Becker) (2023)   
• Teaching Gender in MINT in der Pandemie - Chancen und Herausforderungen digitaler Transformation (Yves Jeanrenaud) (2023)   
  • Empfehlungen für gendersensible MINT-Angebote für Schülerinnen am Beispiel der Schweiz (Bernadette Spieler)   
• ibis 2/1 (2024)   
  • Informatik vor, im und nach dem Schweizer Gymnasium (Dennis Komm)   

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.