| 7 | -- | 10 | Wolfgang Coy. Between the disciplines |
| 11 | -- | 0 | C. Dianne Martin. Lessons from Chernobyl for IT |
| 11 | -- | 13 | Don Gotterbarn. UML and agile methods: in support of irresponsible development |
| 13 | -- | 14 | Michael R. Williams. Does anyone remember the KDF-9? |
| 14 | -- | 15 | Tony Clear. Software engineering and the academy: uncomfortable bedfellows? |
| 15 | -- | 17 | John T. Gorgone. Draft information systems accreditation criteria for 2006 |
| 17 | -- | 18 | Raymond Lister. Book review: computer science education research |
| 18 | -- | 19 | Renée McCauley. Thinking about our teaching |
| 20 | -- | 21 | Henry MacKay Walker. What teachers should, can, and cannot do |
| 21 | -- | 23 | Robert D. Campbell. Update on two-year college activity |
| 23 | -- | 24 | Peter B. Henderson. Modeling mania |
| 24 | -- | 26 | David Ginat. On the verge of an empty tank |
| 26 | -- | 27 | Nick Parlante. Graphics and Java |
| 29 | -- | 33 | David Ginat. Algorithmic patterns and the case of the sliding delta |
| 34 | -- | 39 | Michael Huth. Mathematics for the exploration of requirements |
| 40 | -- | 43 | G. Michael Schneider. A model for a three course introductory sequence |
| 44 | -- | 47 | Alaaeldin A. Aly, Shakil Akhtar. Cryptography and security protocols course for undergraduate IT students |
| 48 | -- | 51 | Michael de Raadt, Mark A. Toleman, Richard Watson. Training strategic problem solvers |
| 52 | -- | 56 | Dave A. Berque, Ian Serlin, Atanas Vlahov. A brief water excursion: introducing computer organization students to a water driven 1-bit half-adder |
| 57 | -- | 61 | Orit Hazzan, Tami Lapidot. Construction of a professional perception in the methods of teaching computer science course |
| 62 | -- | 63 | Ranjan Chaudhuri. Teaching bit-level algorithm analysis to the undergraduates in computer science |
| 64 | -- | 67 | David Carlson. Teaching computer security |
| 68 | -- | 71 | Xuesong Zhang, Ken Surendran, Ming Wang. A computer organization course project: simulation of a modern traffic signal system |
| 72 | -- | 76 | Andrew K. Lui, Reggie Kwan, Maria Poon, Yannie H. Y. Cheung. Saving weak programming students: applying constructivism in a first programming course |
| 77 | -- | 81 | William H. Friedman. Learning program organization through COBOL |
| 82 | -- | 86 | Rachel Or-Bach, Ilana Lavy. Cognitive activities of abstraction in object orientation: an empirical study |
| 87 | -- | 92 | Russel E. Bruhn, Judy Camp. Capstone course creates useful business products and corporate-ready students |
| 93 | -- | 96 | Nicholas Ourusoff. Reinvigorating the software engineering curriculum with Jackson s methods and ideas |
| 97 | -- | 100 | Agustín Cernuda del Río. How ::::not:::: to go about a programming assignment |
| 101 | -- | 105 | Thomas G. Hill. Excel grader and access grader |