| 2 | -- | 6 | Janice E. Huss. Laboratory projects for promoting hands-on learning in a computer security course |
| 7 | -- | 12 | Jean-François Brette. Transparent running and contextual help to learn and to teach an imperative language |
| 13 | -- | 17 | Simeon Simeonov, G. Michael Schneider. MSIM: an improved microcode simulator |
| 18 | -- | 24 | Edward J. O'Neill. Classroom presentation of memory usage with constants, variables, and subprograms in Pascal |
| 25 | -- | 30 | Timothy A. Budd, Rajeev K. Pandey. Never mind the paradigm, what about multiparadigm languages? |
| 31 | -- | 40 | Ronald A. Olsson, Carole M. McNamee. Tools for teaching CCRs, monitors, and CSP concurrent programming concepts |
| 41 | -- | 43 | Ronald J. Leach. Using metrics to evaluate student programs |
| 44 | -- | 48 | Tanya Jane McGill, Simone E. Volet. An investigation of the relationship between student algorithm quality and program quality |
| 49 | -- | 56 | Óscar Martín-Sánchez, Cristóbal Pareja-Flores. A gentle introduction to algorithm complexity for CS1 with nine variations on a theme by Fibonacci |
| 57 | -- | 58 | Julie Tillison, Ching-Kuang Shene. On generating worst-cases for the insertion sort |
| 59 | -- | 64 | Lorraine Sherry. A model computer simulation as an epistemic game |