| 4 | -- | 7 | Richard Rasala. Design issues in computer science education |
| 8 | -- | 9 | C. Dianne Martin. What is computer ethics? |
| 10 | -- | 11 | Don Gotterbarn. An off by one error |
| 12 | -- | 13 | John A. N. Lee. History in the computer science curriculum |
| 14 | -- | 16 | Tony Clear. Coupling and cohesion among disciplines: some curriculum paradigms |
| 16 | -- | 17 | John T. Gorgone, Gordon B. Davis, J. Daniel Couger, David L. Feinstein, Herbert E. Longenecker Jr.. Model undergraduate curriculum guidelines for I.S. programs |
| 18 | -- | 19 | Janet Hartman. Undergraduate education and the National Science Foundation |
| 19 | -- | 20 | Renée A. McCauley. Computer science education links |
| 20 | -- | 21 | Deborah L. Knox. Enhancing accessibility of lab materials |
| 22 | -- | 23 | Henry MacKay Walker. A racquetball or volleyball simulation |
| 24 | -- | 0 | Judith L. Gersting, Frank H. Young. Project - after they are finished |
| 25 | -- | 29 | Tony Clear. The nature of cognition and action |
| 34 | -- | 37 | Doug Baldwin. Finding a place for computer-equipped lectures in a lab-rich environment |
| 38 | -- | 41 | David Barnes. Students asking questions: facilitating questioning aids understanding and enhances software engineering skills |
| 42 | -- | 44 | Philip M. Dorin. Practice + paradigms: experience with a first-year programming workshop |
| 45 | -- | 50 | José M. Pérez Villadeamigo, Santiago RodrÃguez de la Fuente, Rafael Méndez Cavanillas, M. Isabel GarcÃa Clemente. The em88110: emulating a superscalar processor |
| 51 | -- | 53 | Ronald J. Leach. Some experiences using the Internet for a software development project |
| 57 | -- | 0 | Ann Q. Gates, Vladik Kreinovich. Why is a function defined as set of ordered pairs? |
| 58 | -- | 61 | Paloma DÃaz, Ignacio Aedo. A hypermedia course in Spanish informatics engineering |
| 62 | -- | 65 | Owen L. Astrachan, Gail Chapman, Susan H. Rodger, Mark Allen Weiss. The reasoning for the advanced placement C++ subset |