| 6 | -- | 12 | T. S. E. Maibaum. Formal methods versus engineering |
| 17 | -- | 23 | Shaoying Liu, Kazuhiro Takahashi, Toshinori Hayashi, Toshihiro Nakayama. Teaching formal methods in the context of software engineering |
| 24 | -- | 30 | Raymond Boute. Teaching and practicing computer science at the university level |
| 31 | -- | 37 | Javier Blanco, Leticia Losano, Nazareno Aguirre, MarÃa Marta Novaira, Sonia Permigiani, Gastón Scilingo. An introductory course on programming based on formal specification and program calculation |
| 38 | -- | 44 | Yasuyuki Tahara, Nobukazu Yoshioka, Kenji Taguchi, Toshiaki Aoki, Shinichi Honiden. Evolution of a course on model checking for practical applications |
| 45 | -- | 50 | Hideaki Nishihara, Koichi Shinozaki, Koji Hayamizu, Toshiaki Aoki, Kenji Taguchi, Fumihiro Kumeno. Model checking education for software engineers in Japan |
| 51 | -- | 59 | Dominique Méry. A simple refinement-based method for constructing algorithms |
| 60 | -- | 64 | Jim Davies, Jeremy Gibbons. Formal methods for future interoperability |
| 65 | -- | 66 | Don Gotterbarn. Thinking professionally: professional computer ethics: i didn t do it is not good enough |
| 66 | -- | 67 | C. Dianne Martin. Taking the high road: ethics on the run: the principle of the ordinary person |
| 67 | -- | 69 | Deepak Kumar. Reflections: rebuilding history... again! |
| 69 | -- | 70 | Tony Clear. Thinking ISsues: the three p s of capstone project performance |
| 70 | -- | 71 | Heikki Topi. IS education: accreditation of degree programs in information systems |
| 72 | -- | 74 | Raymond Lister. CS research: rules for sustaining the discourse -- engage! |
| 74 | -- | 75 | Henry MacKay Walker. Classroom issues: course descriptions and public relations for computer science |
| 76 | -- | 77 | Elizabeth K. Hawthorne. Community college corner: exploring CAP-space: the next frontier in curricula, assessment and pedagogy |
| 77 | -- | 78 | Judith Gal-Ezer. Distance education: different models of course development: from traditional distance education to technology-based education |
| 78 | -- | 79 | A. Joe Turner. IFIP vibes: the seoul accord |
| 79 | -- | 80 | Lisa C. Kaczmarczyk. Percolations: get a clue: ditch the manual and take the users cues |
| 80 | -- | 81 | Owen L. Astrachan. Out-of-the-box: cogito ergo hack |
| 81 | -- | 82 | Peter B. Henderson. Math CountS: SIGCSE 2009 and CS unplugged |
| 82 | -- | 83 | David Ginat. Colorful Challenges: chips game |
| 83 | -- | 84 | Nick Parlante. Nifty Assignments: too much inheritance |
| 86 | -- | 89 | Juan M. Gutiérrez, Ian Douglas Sanders. Computer science education in Peru: a new kind of monster? |
| 90 | -- | 94 | Jesús Ibáñez Mártinez-Conde, Ana Sánchez Ortega. Constructive reduction: understanding uncomputability through programming |
| 95 | -- | 98 | Seth Bergmann. Degenerate keys for RSA encryption |
| 99 | -- | 102 | Matthew Nicolas Kreeger. Security testing: mind the knowledge gap |
| 103 | -- | 107 | Sujata Garera, Jorge Vasconcelos. Challenges in teaching a graduate course in applied cryptography |
| 108 | -- | 112 | Carol Edmondson. Proglets for first-year programming in Java |
| 113 | -- | 117 | Stephen Schaub. Teaching CS1 with web applications and test-driven development |
| 118 | -- | 121 | Abdul Sattar 0002, Torben Lorenzen. Teach Alice programming to non-majors |
| 122 | -- | 126 | Jeffrey A. Stone, Darcy L. Medica, Leah Ann Fetsko. Experiences with a CS1 for the health sciences |
| 127 | -- | 131 | Timothy J. Rolfe. The assignment problem: exploring parallelism |
| 132 | -- | 135 | Yiu-chi Lai, Tak-wah Wong. Developing creativity in computer lessons |
| 136 | -- | 137 | John Santore, Torben Lorenzen. Use writing class techniques to create software design documents |
| 138 | -- | 140 | Philip W. L. Fong. Reading a computer science research paper |
| 141 | -- | 160 | Michal Armoni, Mordechai Ben-Ari. The concept of nondeterminism: its development and implications for teaching |