• SIGCSE plus you equals leverage (Seite 3 - 4) (Andrea W. Lawrence) (2014)   
• Increasing the effectiveness of automated assessment by increasing marking granularity and feedback units (Seite 9 - 14) (Nickolas J. G. Falkner, Rebecca Vivian, David Piper, Katrina Falkner) (2014)   
• Adaptively identifying non-terminating code when testing student programs (Seite 15 - 20) (Stephen H. Edwards, Zalia Shams, Craig Estep) (2014)   
• An experience report on using gamification in technical higher education (Seite 27 - 32) (Alexandru Iosup, Dick H. J. Epema) (2014)   
• How (not) to introduce badges to online exercises (Seite 33 - 38) (Lassi Haaranen, Petri Ihantola, Lasse Hakulinen, Ari Korhonen) (2014)   
• Khan academy gamifies computer science (Seite 39 - 44) (Briana B. Morrison, Betsy James DiSalvo) (2014)   
• Course-embedded research in software development courses (Seite 45 - 48) (Sonal Dekhane, Richard Price) (2014)   
• Using a real world project in a software testing course (Seite 49 - 54) (Daniel E. Krutz, Samuel A. Malachowsky, Thomas Reichlmayr) (2014)   
• Student projects are not throwaways - teaching practical software maintenance in a software engineering course (Seite 55 - 60) (Claudia Szabo) (2014)   
• Syrus - providing practice problems in discrete mathematics with instant feedback (Seite 61 - 66) (Diego Zaccai, Aditi Tagore, Dustin Hoffman, Jason Kirschenbaum, Zakariya Bainazarov, Harvey M. Friedman, Dennis K. Pearl, Bruce W. Weide) (2014)   
• Learning relational algebra by snapping blocks (Seite 73 - 78) (Jason Gorman, Sebastian Gsell, Chris Mayfield) (2014)   
• Toward curricular guidelines for cybersecurity (Seite 81 - 82) (Andrew D. McGettrick, Lillian N. Cassel, Melissa Dark, Elizabeth K. Hawthorne, John Impagliazzo) (2014)   
• Dancing alice - exploring embodied pedagogical strategies for learning computational thinking (Seite 91 - 96) (Shaundra Bryant Daily, Alison E. Leonard, Sophie Jörg, Sabarish V. Babu, Kara Gundersen) (2014)   
• Developing a pre- and post-course concept inventory to gauge operating systems learning (Seite 103 - 108) (Kevin C. Webb, Cynthia Taylor) (2014)   
• Active learning during lecture using tablets (Seite 121 - 126) (Barry L. Kurtz, James B. Fenwick Jr., Rahman Tashakkori, Ahmad Esmaili, Stephen R. Tate) (2014)   
• Teaching CS 1 with POGIL activities and roles (Seite 127 - 132) (Helen H. Hu, Tricia D. Shepherd) (2014)   
• Effectiveness of a computational thinking (CS0) course on student analytical skills (Seite 133 - 138) (Michele Van Dyne, Jeffrey Braun) (2014)   
• Integrating big data into the computing curricula (Seite 139 - 144) (Yasin N. Silva, Suzanne W. Dietrich, Jason M. Reed, Lisa M. Tsosie) (2014)   
• An undergraduate degree in data science - curriculum and a decade of implementation experience (Seite 145 - 150) (Paul E. Anderson, James F. Bowring, Renée McCauley, George Pothering, Christopher W. Starr) (2014)   
• CS principles goes to middle school - learning how to teach "Big Data" (Seite 151 - 156) (Philip Sheridan Buffum, Allison G. Martínez-Arocho, Megan Hardy Frankosky, Fernando J. Rodríguez, Eric N. Wiebe, Kristy Elizabeth Boyer) (2014)   
• Use and development of entertainment technologies in after school STEM program (Seite 163 - 168) (Veronica Cateté, Kathleen Wassell, Tiffany Barnes) (2014)   
• ACM/IEEE-CS computer science curricula 2013 - implementing the final report (Seite 175 - 176) (Mehran Sahami, Steve Roach, Ernesto Cuadros-Vargas, Elizabeth K. Hawthorne, Amruth Kumar, Richard LeBlanc, David Reed, Remzi Seker) (2014)   
• Special session - engaging mathematical reasoning exercises (Seite 179 - 180) (Joseph E. Hollingsworth, Murali Sitaraman) (2014)   
• STEM teaching as an additional profession for scientists and engineers - the case of computer science education (Seite 181 - 186) (Orit Hazzan, Noa Ragonis) (2014)   
• Research experience for teachers - data analysis & mining, visualization, and image processing (Seite 193 - 198) (Rahman Mitchel Tashakkori, Robert Mitchell Parry, Adam Benoit, Rebecca A. Cooper, Jessica L. Jenkins, Nicholas T. Westveer) (2014)   
• The design of Sweden's first 5-year computer science and software engineering program (Seite 199 - 204) (Fredrik Heintz, Inger Erlander Klein) (2014)   
• Bringing business intelligence to healthcare informatics curriculum - a preliminary investigation (Seite 205 - 210) (Guangzhi Zheng, Chi Zhang, Lei Li) (2014)   
• An ACM 2013 exemplar course integrating fundamentals, languages, and software engineering (Seite 211 - 216) (Jason O. Hallstrom, Cathy Hochrine, Jacob Sorber, Murali Sitaraman) (2014)   
• Blackbox - a large scale repository of novice programmers' activity (Seite 223 - 228) (Neil Christopher Charles Brown, Michael Kölling, David McCall, Ian Utting) (2014)   
• Hands-on introduction to computer science at the freshman level (Seite 235 - 240) (Raghuraman Balasubramanian, Zachary York, Matthew Doran, Aritra Biswas, Timur Girgin, Karthikeyan Sankaralingam) (2014)   
• Tracking @stemxcomet - teaching programming to blind students via 3D printing, crisis management, and twitter (Seite 247 - 252) (Shaun K. Kane, Jeffrey P. Bigham) (2014)   
• An assessment model for large project courses (Seite 253 - 258) (Maria Vasilevskaya, David Broman, Kristian Sandahl) (2014)   
• Adding unit test experience to a usability centered project course (Seite 259 - 264) (Christopher Brown, Robert Pastel, Marika Seigel, Charles Wallace, Linda Ott) (2014)   
• A service learning practicum capstone (Seite 265 - 270) (Aaron Bloomfield, Mark Sherriff, Kara Williams) (2014)   
• Rediscovering the passion, beauty, joy, and awe - making computing fun again, part 7 (Seite 273 - 274) (Daniel D. Garcia, Jennifer Campbell, Rebecca Dovi, Cay Horstmann) (2014)   
• Alternatives to lecture - experience peer instruction and pedagogical code reviews (Seite 275 - 276) (Scott Grissom, Christopher D. Hundhausen, Phillip Conrad) (2014)   
• On the efficacy of board game strategy development as a first-year CS project (Seite 283 - 288) (Ivona Bezáková, James E. Heliotis, Sean Strout) (2014)   
• Transforming introductory computer science projects via real-time web data (Seite 289 - 294) (Austin Cory Bart, Eli Tilevich, T. Simin Hall, Tony Allevato, Clifford A. Shaffer) (2014)   
• Framing classroom climate for student learning and retention in computer science (Seite 319 - 324) (Lecia Barker, Melissa O'Neill, Nida Kazim) (2014)   
• Multiple case study of nerd identity in a CS1 class (Seite 325 - 330) (Don G. Davis, Timothy T. Yuen, Matthew Berland) (2014)   
• Workplace scenarios to integrate communication skills and content - a case study (Seite 349 - 354) (Mark E. Hoffman, Paul V. Anderson, Magnus Gustafsson) (2014)   
• Comparing educational experiences and on-the-job needs of educational software designers (Seite 355 - 360) (Marisa Exter) (2014)   
• Evaluating industry-inspired pair programming communication guidelines with undergraduate students (Seite 361 - 366) (Mark Zarb, Janet Hughes, John Richards) (2014)   
• Experiences mapping and revising curricula with CS2013 (Seite 367 - 368) (David Reed, Andrea Danyluk, Elizabeth K. Hawthorne, Mehran Sahami, Henry M. Walker) (2014)   
• Improving software engineering education through an empirical approach - lessons learned from capstone teaching experiences (Seite 391 - 396) (Andrés Neyem, José I. Benedetto, Andres F. Chacon) (2014)   
• Selecting open source software projects to teach software engineering (Seite 397 - 402) (Thérèse Mary Smith, Robert McCartney, Swapna S. Gokhale, Lisa C. Kaczmarczyk) (2014)   
• Online discussions - improving education in CS? (Seite 409 - 414) (Radu Paul Mihail, Beth Rubin, Judy Goldsmith) (2014)   
• CrowdGrader - a tool for crowdsourcing the evaluation of homework assignments (Seite 415 - 420) (Luca de Alfaro, Michael Shavlovsky) (2014)   
• Teaching composition quality at scale - human judgment in the age of autograders (Seite 421 - 426) (John DeNero, Stephen Martinis) (2014)   
• Project rise up 4 CS - increasing the number of black students who pass advanced placement CS A (Seite 439 - 444) (Barbara J. Ericson, Shelly Engelman, Tom McKlin, Ja'Quan Taylor) (2014)   
• Interdisciplinary computing classes - worth the effort (Seite 445 - 450) (Lori Carter) (2014)   
• Teaching tips we wish they'd told us before we started - high school edition (Seite 463 - 464) (Daniel D. Garcia, Baker Franke, Stephanie Hoeppner, Josh Paley) (2014)   
• No tests required - comparing traditional and dynamic predictors of programming success (Seite 469 - 474) (Christopher Watson 0001, Frederick W. B. Li, Jamie L. Godwin) (2014)   
• Perspectives on co-linking design and development courses in CS (Seite 481 - 486) (Yolanda Reimer, Michael Cassens) (2014)   
• They can't find us - the search for informal CS education (Seite 487 - 492) (Betsy James DiSalvo, Cecili Reid, Parisa Khanipour Roshan) (2014)   
• Curriculum is not enough - the educational theory and research foundation of the exploring computer science professional development model (Seite 493 - 498) (Joanna Goode, Jane Margolis, Gail Chapman) (2014)   
• Sneaking in through the back door - introducing k-12 teachers to robot programming (Seite 499 - 504) (Jennifer S. Kay, Janet G. Moss, Shelly Engelman, Tom McKlin) (2014)   
• Identifying elementary students' pre-instructional ability to develop algorithms and step-by-step instructions (Seite 511 - 516) (Hilary A. Dwyer, Charlotte Hill, Stacey Carpenter, Danielle Harlow, Diana Franklin) (2014)   
• Code club - bringing programming to UK primary schools through scratch (Seite 517 - 522) (Neil Smith, Clare Sutcliffe, Linda Sandvik) (2014)   
• Taking a walk on the wild side - teaching cloud computing on distributed research testbeds (Seite 535 - 540) (Yanyan Zhuang, Chris Matthews, Stephen Tredger, Steven Ness, Jesse Short-Gershman, Li Ji, Niko Rebenich, Andrew French, Josh Erickson, Kyliah Clarkson, Yvonne Coady, Rick McGeer) (2014)   
• CS principles professional development - only 9, 500 to go! (Seite 543 - 544) (Jan Cuny, Diane A. Baxter, Daniel D. Garcia, Jeff Gray, Ralph Morelli) (2014)   
• Teaching parallel design patterns to undergraduates in computer science (Seite 547 - 548) (Richard A. Brown, Joel C. Adams, Clayton Ferner, Elizabeth Shoop, Anthony Barry Wilkinson) (2014)   
• A virtual graphics card for teaching device driver design (Seite 555 - 560) (Christopher Corsi, Robert Geist, Dennis Lingerfelt) (2014)   
• PLCC - a programming language compiler compiler (Seite 561 - 566) (Timothy V. Fossum) (2014)   
• Developing CS/SE students' communication abilities through a program-wide framework (Seite 579 - 584) (Janet E. Burge, Gerald C. Gannod, Mike Carter, Alanna Howard, Brian Schultz, Mladen A. Vouk, David Wright 0004, Paul V. Anderson) (2014)   
• Using a software framework to enhance online teaching of shader-based OpenGL (Seite 603 - 608) (James R. Miller) (2014)   
• Dynamic program visualizations - an experience report (Seite 609 - 614) (James H. Cross, T. Dean Hendrix, Larry A. Barowski, David A. Umphress) (2014)   
• Opportunities for android projects in a CS1 course (Seite 615 - 620) (Ivaylo Ilinkin) (2014)   
• Nifty assignments (Seite 621 - 622) (Nick Parlante, Julie Zelenski, Josh Hug, John Nicholson, John DeNero, Antti Laaksonen, Arto Vihavainen, Frank McCown, Kevin Wayne) (2014)   
• Interdisciplinary computing in many forms (Seite 623 - 624) (Lillian (Boots) Cassel, Bonnie K. MacKellar, Joan Peckham, Carol Spradling, Han Reichgelt, Suzanne Westbrook, Ursula Wolz) (2014)   
• Special session - "hands-on" tutorial: teaching software correctness with RESOLVE (Seite 625 - 626) (Murali Sitaraman, Bruce W. Weide) (2014)   
• Defining and evaluating conflictive animations for programming education - the case of jeliot ConAn (Seite 629 - 634) (Andrés Moreno, Erkki Sutinen, Mike Joy) (2014)   
• Pythy - improving the introductory python programming experience (Seite 641 - 646) (Stephen H. Edwards, Daniel S. Tilden, Anthony Allevato) (2014)   
• Five years of game programming outreach - understanding student differences (Seite 647 - 652) (Antti-Jussi Lakanen, Ville Isomöttönen, Vesa Lappalainen) (2014)   
• Facilitating human interaction in an online programming course (Seite 665 - 670) (Joe Warren, Scott Rixner, John Greiner, Stephen Wong) (2014)   
• An environment for learning interactive programming (Seite 671 - 676) (Terry Tang, Scott Rixner, Joe Warren) (2014)   
• Teaching creative problem solving in a MOOC (Seite 677 - 682) (Pascal Van Hentenryck, Carleton Coffrin) (2014)   
• Remediation and student success in CIS programs (Seite 689 - 694) (Douglas A. Kranch) (2014)   
• Identifying challenging CS1 concepts in a large problem dataset (Seite 695 - 700) (Yuliya Cherenkova, Daniel Zingaro, Andrew Petersen) (2014)   
• Data science as an undergraduate degree (Seite 705 - 706) (Paul Anderson, James W. McGuffee, David Uminsky) (2014)   
• An analysis of difficulties encountered by novice alice programmers (abstract only) (Seite 707 - 707) (Kuan-Yu Lin, Janet Mei-Chuen Lin, Hue-Ching Kao) (2014)
• Exploring cognitive processes in program comprehension based on eye-movement analysis (abstract only) (Seite 707 - 708) (Ting-Yun Hou, Yu-Tzu Lin, Yu-Chih Lin, Cheng-Chih Wu) (2014)
• Guidelines for group work in CS1 (abstract only) (Seite 708 - 708) (Cecily Heiner) (2014)
• Intelligence and security informatics - developing curricular modules in context (abstract only) (Seite 708 - 709) (Wingyan Chung, Albert Chan, Daniel Plante, Ray Villalobos, Joseph Woodside) (2014)
• Techniques for retaining low performing students - high-need student mentoring program (abstract only) (Seite 708 - 708) (Shearon Brown, Xiaohong Yuan) (2014)
• Supporting computational algorithmic thinking (SCAT) - development of a complex cognitive capability in african-american middle-school girls (abstract only) (Seite 709 - 710) (Jakita O. Thomas) (2014)
• Teaching artificial intelligence as a lab science - basic and informed search (abstract only) (Seite 709 - 709) (Stephanie E. August, Michael A. Fraser, Miguel A. Vazquez) (2014)
• Towards engaging big data for CS1/2 (abstract only) (Seite 710 - 710) (Nadeem Abdul Hamid, Steven Benzel) (2014)
• Integrating computer science and mathematics in middle school with alice (abstract only) (Seite 710 - 710) (Susan H. Rodger, Daniel MacDonald, Elizabeth Onstwedder, Bella Onwumbiko, Edwin Ward) (2014)
• How do we measure success? - a new instrument for evaluating girls' progress in middle and high school computing programs (abstract only) (Seite 711 - 712) (Catherine S. Ashcraft, Wendy M. DuBow, Zhen Wu) (2014)
• Developing a game-based learning curriculum for «Big Data» in middle school (abstract only) (Seite 712 - 712) (Allison G. Martínez-Arocho, Philip Sheridan Buffum, Kristy Elizabeth Boyer) (2014)
• Kodu alice and computer science unplugged - a model of effective introducing middle school students to computer science and computational thinking (abstract only) (Seite 712 - 712) (Daniela Marghitu, Lavaris Thomas, Yasmeen Rawajfih, Jillian Hall, Andrew Marshall) (2014)
• A first year common course on computational problem solving and programming (abstract only) (Seite 713 - 713) (Bruce W. Char, Thomas T. Hewett) (2014)
• Altruism among programmers - the availability and effectiveness of on-line, spontaneous peer mentoring in competitive problem solving (abstract only) (Seite 713 - 713) (David Sturgill) (2014)
• Revitalizing the computer science undergraduate curriculum inside and outside of the classroom using mobile computing platforms (abstract only) (Seite 713 - 713) (Shiva Azadegan, Josh Dehlinger, Siddharth Kaza) (2014)
• Observations of first learners with different capabilities (abstract only) (Seite 714 - 714) (Amber Wagner, Jeff Gray) (2014)
• MyCS - building a middle-years CS curriculum (abstract only) (Seite 714 - 715) (Thomas Ashmore, Sorathan Chaturapruek, Zachary Dodds, Corinne Druhan, Bridgette Eichelberger, Michael Erlinger, Elizabeth Schofield) (2014)
• Implementing a living lab approach to foster innovation in an advanced software engineering course (abstract only) (Seite 714 - 714) (Jean H. French) (2014)
• The rising renaissance engineer spectrum awards (abstract only) (Seite 717 - 718) (Martha J. Kosa, Ambareen Siraj) (2014)
• Use of mobile application to improve active learning and student participation in the computer science classroom (abstract only) (Seite 717 - 717) (Debzani Deb, Mohammad Muztaba Fuad) (2014)
• Utilizing gamification with social network to aid students in programming languages lessons in higher education IT courses (abstract only) (Seite 718 - 718) (Marcell Amorim Almeida Mesquita, Armando Maciel Toda, Jacques Duilio Brancher, Ricardo Melo Casseb do Carmo) (2014)
• Impact of programming language on success in high school programming contests (abstract only) (Seite 719 - 719) (Stoney Jackson, Heidi J. C. Ellis, Robert Crouse) (2014)
• Interactive e-learning modules for teaching secure - a pilot study (abstract only) (Seite 719 - 720) (Sagar Raina, Blair Taylor, Siddharth Kaza) (2014)
• Collaborative programming exercises in virtual worlds (abstract only) (Seite 719 - 719) (Johanna Pirker, Christian Gütl, Frank Kappe) (2014)
• An extensible scene graph library for teaching computer graphics along the programmable pipeline (abstract only) (Seite 720 - 721) (Volker Ahlers) (2014)
• Looking glass - a C++ library for testing student programs through reflection (abstract only) (Seite 721 - 722) (Scott Turner) (2014)
• The relationship between task difficulty and emotion in online computer programming tutoring (abstract only) (Seite 721 - 721) (Joseph B. Wiggins, Joseph F. Grafsgaard, Kristy Elizabeth Boyer, Eric N. Wiebe, James C. Lester) (2014)
• Making use of the cognitive apprenticeship framework in an undergraduate robotics course (abstract only) (Seite 722 - 722) (D. Brian Larkins) (2014)
• RIT's new minor in free and open source software and free culture (abstract only) (Seite 722 - 722) (Stephen Jacobs, Amit Ray, Jonathan Schull) (2014)
• Studio K - a game development environment designed for gains in computational thinking (abstract only) (Seite 723 - 723) (Gabriella Anton, Matthew Berland) (2014)
• Data-driven broadened participation (abstract only) (Seite 724 - 724) (Michele S. Roberts) (2014)
• Introducing CodeWorkout - an adaptive and social learning environment (abstract only) (Seite 724 - 724) (Kevin Buffardi, Stephen H. Edwards) (2014)
• A first-year experience report on a model for statewide deployment of CS principles courses (abstract only) (Seite 724 - 724) (Jeff Gray, Mokter Hossain, Jonathan Corley, Amber Wagner, Cassidy Lamm, Mary Boehm, Carol Crawford, Kathleen Haynie, Sheryl Packman, Deepa Muralidhar, Jeff Baker, Roy Black, Sandy Falgout, Leella Holt, Albert Lilly, Gina McCarley, James Morse, Jennie Rountree, Jill Westerlund, Carol Yarbrough) (2014)
• Resources for teaching web science to computer science undergraduates (abstract only) (Seite 725 - 725) (Frank McCown, Michael L. Nelson) (2014)
• CSTA chapters - building a CS community (abstract only) (Seite 727 - 728) (Frances P. Trees, Lissa Clayborn) (2014)
• Privacy between technological capabilities and society's expectations (abstract only) (Seite 727 - 727) (Ernst L. Leiss, Lila Ghemri) (2014)
• An exploration of mentor-protégé relationships and how to train future mentors (abstract only) (Seite 727 - 727) (Elissa M. Redmiles, Jandelyn D. Plane) (2014)
• Promoting professional responsibility and ethics - the pledge of the computing professional (abstract only) (Seite 727 - 727) (John K. Estell, Ken Christensen) (2014)
• Fighting impostor syndrome (abstract only) (Seite 728 - 728) (Aidan L. Feldman, Matthew McCullough) (2014)
• A town meeting - SIGCSE committee on expanding the women-in-computing community (abstract only) (Seite 729 - 729) (Gloria Childress Townsend) (2014)
• Inspiring a love of computer science through the education of our youth (abstract only) (Seite 729 - 730) (Paige H. Meeker) (2014)
• Toolmaker or scientist? (abstract only) (Seite 729 - 729) (Brian Patterson, William E. J. Doane) (2014)
• China's perspective from the viewpoint of computational thinking on CS1 for non-majors (abstract only) (Seite 730 - 730) (Ming Zhang 0004, Bo Li, Ginnie Lo) (2014)
• IT curricular guidance for associate-degree granting institutions (abstract only) (Seite 730 - 730) (Elizabeth K. Hawthorne, Robert D. Campbell, Jim Nichols, Cara Tang, Cindy S. Tucker) (2014)
• Introduction to programming for scientists and engineers (abstract only) (Seite 730 - 730) (Peter H. Froehlich, Joanne F. Selinski) (2014)
• CAT's - not just a furry friend. using active learning in your classrooms (abstract only) (Seite 731 - 731) (Nina S. Onesti, Saul Blanco, John Duncan, Mitja Hmeljak, Dan Richert) (2014)
• State-level advocacy for computing education reform (abstract only) (Seite 733 - 733) (W. Richards Adrion) (2014)
• How to decode student bottlenecks to learning in computer science (abstract only) (Seite 733 - 733) (Adrian German, Suzanne Menzel, Joan Middendorf, John F. Duncan) (2014)
• Teaching open source (software) (abstract only) (Seite 734 - 734) (Karl Wurst, Lori Postner, Stoney Jackson) (2014)
• Including HCI and user experience (UX) methodologies in computing curricula (abstract only) (Seite 734 - 734) (Debra Lee Davis, Dave Berque, Janet Davis, Matt Jadud, Paul Resnick) (2014)
• Ensemble - the sharing community (abstract only) (Seite 734 - 734) (Lillian N. Cassel, Lois M. L. Delcambre, Gregory W. Hislop) (2014)
• Integrating active learning techniques into systems courses (abstract only) (Seite 735 - 736) (Michael S. Kirkpatrick, Leo Porter) (2014)
• Survey courses and AP CS principles (abstract only) (Seite 735 - 735) (Chris Mayfield, Dennis Brylow) (2014)
• NSF/IEEE-TCPP curriculum initiative on parallel and distributed computing - core topics for undergraduates (abstract only) (Seite 735 - 735) (Sushil K. Prasad, Almadena Yu. Chtchelkanova, Anshul Gupta, Arnold L. Rosenberg, Alan Sussman) (2014)
• Teaching security using hands-on exercises (abstract only) (Seite 736 - 736) (Richard S. Weiss, Michael E. Locasto, Jens Mache, Elizabeth K. Hawthorne, Justin Cappos) (2014)
• Community engagement and service learning opportunities in computer science (abstract only) (Seite 736 - 736) (Douglas E. Harms) (2014)
• Technology that educators of computing hail (TECH) - come, share your favorites! (abstract only) (Seite 736 - 736) (Daniel D. Garcia, Daniel Armendariz) (2014)
• Using and sharing programming exercises to improve introductory courses (abstract only) (Seite 737 - 737) (David Hovemeyer, Jaime Spacco, Robert C. Duvall, Stephen H. Edwards, Amruth N. Kumar, Andrew Petersen, Daniel Zingaro) (2014)
• Web programming (abstract only) (Seite 737 - 737) (Martin Stepp, Jessica Miller) (2014)
• Making games and apps in introductory computer science (abstract only) (Seite 739 - 739) (Tiffany Barnes, Veronica Cateté, Andrew Hicks, Barry W. Peddycord III) (2014)
• ITSEED - hands-on labs for IT security education (abstract only) (Seite 739 - 739) (Yan Bai, Xinli Wang) (2014)
• Integrating software testing into programming courses (WISTPC 2014) (abstract only) (Seite 739 - 740) (Peter J. Clarke, Yujian Fu, James Kiper, Gursimran S. Walia) (2014)
• Teaching computing with the IPython notebook (abstract only) (Seite 740 - 740) (Greg Wilson, Fernando Perez, Peter Norvig) (2014)
• Teaching service-oriented programming to CS and SE undergraduate students (abstract only) (Seite 740 - 740) (Xumin Liu, Rajendra K. Raj, Thomas Reichlmayr, Alex Pantaleev, Chunmei Liu) (2014)
• GENI as a virtual laboratory for networking and distributed systems classes (abstract only) (Seite 740 - 740) (Vicraj Thomas, Niky Riga, Sarah Edwards) (2014)
• Enhancing computer science education (CSE) with the use of 3D printer technology - Workshop (Seite 741 - 741) (Robert Lutz, Evelyn Brannock) (2014)
• Scala for introductory CS and parallelism(abstract only) (Seite 741 - 741) (Mark C. Lewis, Konstantin Läufer, George K. Thiruvathukal) (2014)
• Creating stimulating, relevant, and manageable introductory computer science projects that utilize real-time web-based data (abstract only) (Seite 743 - 743) (Eli Tilevich, Clifford A. Shaffer, Austin Cory Bart) (2014)
• Exploring computer science - computational practices in action (abstract only) (Seite 743 - 743) (Gail Chapman, Joanna Goode) (2014)
• Teaching shared memory parallel concepts with OpenMP (abstract only) (Seite 743 - 743) (Joel C. Adams, Richard A. Brown, Elizabeth Shoop) (2014)
• The absolute beginner's guide to JUnit in the classroom (abstract only) (Seite 744 - 744) (Stephen H. Edwards, Manuel A. Pérez-Quiñones) (2014)
• Scratch + Xbox Kinect - a magical combination for outreach (abstract only) (Seite 744 - 744) (Victor T. Norman) (2014)
• Teaching with HFOSS to provide students with real world experience - an introduction (abstract only) (Seite 744 - 745) (Darci Burdge, Lori Postner, Becka Morgan, Heidi J. C. Ellis, Stoney Jackson, Gregory W. Hislop, Michelle Purcell) (2014)
• Using the new lego MindStorms EV3 robotics platform in CS courses (abstract only) (Seite 745 - 746) (Frank Klassner, Benjamin Schafer) (2014)
• AP CS principles and the beauty and joy of computing curriculum (abstract only) (Seite 746 - 746) (Daniel D. Garcia, Brian Harvey, Tiffany Barnes, Daniel Armendariz, Jon McKinsey, Zachary MacHardy, Omoju Miller, Barry W. Peddycord III, Eugene Lemon, Sean Morris, Josh Paley) (2014)
• Hands-on cybersecurity exercises in the EDURange framework (abstract only) (Seite 746 - 746) (Richard S. Weiss, Jens Mache, Michael E. Locasto, Vincent Nestler) (2014)
• Artbotics with lego mindstorms (abstract only) (Seite 747 - 747) (Adam Norton, Holly A. Yanco) (2014)
• Chapel - a versatile tool for teaching undergraduates parallel programming (abstract only) (Seite 748 - 748) (David P. Bunde, Kyle Burke) (2014)
• Projects for computing summer camps for 4th-12th grade students (abstract only) (Seite 748 - 749) (Barbara J. Ericson, Christopher Michaud, Xin Xu, Krishnendu Roy) (2014)
• Introduction to analysing the BlueJ blackbox data (abstract only) (Seite 748 - 748) (Neil Christopher Charles Brown) (2014)
• Puzzle-based learning - introducing creative thinking and problem solving for computer science and engineering (abstract only) (Seite 749 - 749) (Raja Sooriamurthi, Nickolas J. G. Falkner, Ed Meyer, Zbigniew Michalewicz) (2014)
• Dynamic program visualizations for Java (abstract only) (Seite 749 - 750) (James H. Cross, T. Dean Hendrix, David A. Umphress) (2014)
• Mobile computer science principles - a professional development sampler for teachers (abstract only) (Seite 750 - 750) (Ralph A. Morelli, David Wolber, Jennifer Rosato, Chinma Uche, Pauline Lake) (2014)

• ICER 2013 - International Computing Education Research Conference, ICER '13, La Jolla, CA, USA, August 12-14, 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) (2013)
  • Modeling the learning progressions of computational thinking of primary grade students (Linda M. Seiter, Brendan Foreman) (2013)   
• WiPSCE 2014 - Proceedings of the 9th Workshop in Primary and Secondary Computing Education, Berlin, Germany, November 5-7, 2014 (Carsten Schulte, Michael E. Caspersen, Judith Gal-Ezer) (2014)
  • Should your 8-year-old learn coding? (Caitlin Duncan, Tim Bell, Steve Tanimoto) (2014)   
  • Scratch vs. Karel - impact on learning outcomes and motivation (Alexander Ruf, Andreas Mühling, Peter Hubwieser) (2014)   
• Koli Calling 2015 - Proceedings of the 15th Koli Calling Conference on Computing Education Research, Koli, Finland, November 19-22, 2015 (Päivi Kinnunen, Judy Sheard) (2015)
  • Binary instant feedback on programming exercises can reduce student engagement and promote cheating (Angelo Kyrilov, David C. Noelle) (2015)   
  • Modern goto - novice programmer usage of non-standard control flow (Stewart D. Smith, Nicholas Zemljic, Andrew Petersen) (2015)   
• SIGCSE 2016 - Memphis, TN, USA, March 02 - 05, 2016 (Carl Alphonce, Jodi Tims, Michael E. Caspersen, Stephen H. Edwards) (2016)
  • SQL - From Traditional Databases to Big Data (Yasin N. Silva, Isadora Almeida, Michell Queiroz) (2016)   
• 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)   
• SIGCSE 2017 - Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, Seattle, WA, USA, March 8-11, 2017 (Michael E. Caspersen, Stephen H. Edwards, Tiffany Barnes, Daniel D. Garcia) (2017)
  • From Professional Development to the Classroom - Findings from CS K-12 Teachers (Lori L. Pollock, Chrystalla Mouza, Amanda Czik, Alexis Little, Debra Coffey, Joan Buttram) (2017)   
• Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)   
  • 51. How Can We Make Computing Lessons More Inclusive? - Development of an Instrument and First Results (Chris Shelton)   
• 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)   
• 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)
  • PCEX - Interactive Program Construction Examples for Learning Programming (Roya Hosseini, Kamil Akhuseyinoglu, Andrew Petersen, Christian D. Schunn, Peter Brusilovsky) (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)   
• The effects of first programming language on college students’ computing attitude and achievement - a comparison of graphical and textual languages (Chen Chen, Paulina Haduong, Karen Brennan, Gerhard Sonnert, Philip Sadler) (2018)   
• 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)   
  • Story Programming - Explaining Computer Science Before Coding (Jennifer Parham-Mocello, Shannon Ernst, Martin Erwig, Lily Shellhammer, Emily Dominguez) (2019)   
  • Supporting Guided Inquiry with Cooperative Learning in Computer Organization (Yeajin Ham, Brandon Myers) (2019)   
  • The Error Landscape - Characterizing the Mistakes of Novice Programmers (Rebecca Smith, Scott Rixner) (2019)   
  • POGIL in Computer Science - Faculty Motivation and Challenges (Aman Yadav, Clif Kussmaul, Chris Mayfield, Helen H. Hu) (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)
  • Text-based Programming in Elementary School - A Comparative Study of Programming Abilities in Children with and without Block-based Experience (Marcos J. Gomez, Marco Moresi, Luciana Benotti) (2019)   
• Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
  • Developing Teaching Materials on Artificial Intelligence by Using a Simulation Game (Work in Progress) (Simone Opel, Michael Schlichtig, Carsten Schulte) (2019)   
  • From 'Use' to 'Choose' - Scaffolding CT Curricula and Exploring Student Choices while Programming (Practical Report) (Nicholas Lytle, Veronica Cateté, Amy Isvik, Danielle Boulden, Yihuan Dong, Eric N. Wiebe, Tiffany Barnes) (2019)   
• 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)   
• 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)
  • Collaborative Learning in Computing Education - Faculty Perspectives and Practices (Sharon Mason) (2020)   
  • Data Science Education - Curriculum and pedagogy (Koby Mike) (2020)   
  • Glass-boxing Computing - Notional Machines-Mediated Teaching and Learning with Electronic Textiles in an Introductory High School Classroom (Gayithri Jayathirtha) (2020)   
  • Opening the Black Box - Investigating Student Understanding of Data Displays Using Programmable Sensor Technology (Alexandra Gendreau Chakarov, Quentin Biddy, Jennifer Jacobs, Mimi Recker, Tamara Sumner) (2020)   
• WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
  • CSAwesome - AP CSA curriculum and professional development (practical report) (Barbara Ericson, Beryl Hoffman, Jennifer Rosato) (2020)   
  • High-school students' mastery of basic flow-control constructs through the lens of reversibility (Claudio Mirolo, Cruz Izu, Emanuele Scapin) (2020)   
• Informatik - Bildung von Lehrkräften in allen Phasen - 19. GI-Fachtagung Informatik und Schule (Ludger Humbert) (2021)   
  • Semantik statt Syntax - Entwicklung einer Plug & Play Lernumgebung für Datenbankabfragen (Sven Jacobs, Steffen Jaschke)   
• Datenwissenschaften und Gesellschaft - Die Genese eines transversalen Wissensfeldes (Philippe Saner) (2022)   
• 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)   
• 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)   
  • “I Now Feel that this is Unfair” - A Case Study on the Effects of Professional Development for Debugging in the K-12 Classroom (Tilman Michaeli, Ralf Romeike)   
• Building a gender-inclusive secondary computer science program - teacher led and stakeholder supported (Michael Karlin, Anne T. Ottenbreit-Leftwich, Yin-Chan Liao) (2022)   
• Programmieren in der Grundschule - Eine Design-Based-Research-Studie (Katharina Geldreich) (2023)   
• Past, Present and Future of Computing Education Research (Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr) (2023)   
  • Capturing the Impact and the Chatter Around Computing Education Research Beyond Academia in Social Media, Patents, and Blogs (Mohammed Saqr, Sonsoles López-Pernas, Mikko Apiola)   
  • A Scientometric Perspective on the Evolution of the SIGCSE Technical Symposium: 1970–2021 (Sonsoles López-Pernas, Mikko Apiola, Mohammed Saqr, Arnold Pears, Matti Tedre)   
  • Computing Education Research in Baltic Countries (Valentina Dagienė, Mart Laanpere, Juris Borzovs)   
• Informatikunterricht zwischen Aktualität und Zeitlosigkeit - 20. GI-Fachtagung Informatik und Schule (Lutz Hellmig, Martin Hennecke) (2023)   
  • Integrating research and practice - opportunities in computing education (Sue Sentance)  
• WIPSCE '23 - The 18th WiPSCE Conference on Primary and Secondary Computing Education Research (Sue Sentance, Mareen Grillenberger) (2023)
  • Putting the Pro in Professional Learning for Computing Teachers - Empowering Educators to Design for Equity (Joanna Goode) (2023)   

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 wird auch häufig von anderen Objekten im Biblionetz zitiert.