| 7 | -- | 10 | Eden Miller Medina. Beyond the ballot box: computer science education and social responsibility |
| 11 | -- | 12 | C. Dianne Martin. Draw a computer scientist |
| 12 | -- | 13 | Michael R. Williams. Survey calculations |
| 13 | -- | 15 | Tony Clear. Students becoming political and incorrect through agile methods |
| 15 | -- | 16 | John T. Gorgone. Information systems and the overview report for computing curricula 2004 |
| 16 | -- | 17 | Raymond Lister. A clandestine religious meeting |
| 17 | -- | 18 | Renée McCauley. Outgoing links |
| 18 | -- | 19 | Henry MacKay Walker. Academic honesty in the classroom |
| 20 | -- | 0 | Robert D. Campbell. IT security and data assurance: a new resource for two-year colleges |
| 21 | -- | 22 | Jeffrey L. Popyack. Banner year for UPE |
| 22 | -- | 24 | Peter B. Henderson. Penny piles |
| 25 | -- | 26 | David Ginat. Helipad |
| 26 | -- | 27 | Nick Parlante. Niftiness |
| 29 | -- | 34 | Kim B. Bruce. Controversy on how to teach CS 1: a discussion on the SIGCSE-members mailing list |
| 35 | -- | 41 | O. Yu. Bogoyavlenskaya. Teaching networking congestion control |
| 42 | -- | 46 | Susan M. Merritt, Allen Stix, Judith E. Sullivan, Fred Grossman, Charles C. Tappert, David A. Sachs. Developing a professional doctorate in computing: a fifth-year assessment |
| 47 | -- | 51 | Orit Hazzan, Tami Lapidot. The practicum in computer science education: bridging gaps between theoretical knowledge and actual performance |
| 52 | -- | 54 | James Canning, William Moloney, Ali Rafieymehr, Demetrio Rey. Reading types in C using the right left walk method |
| 55 | -- | 57 | Truman Parks Boyer, Mohsen Chitsaz. ICE™ and ICE/T™: tools to assist in compiler design and implementation |
| 58 | -- | 63 | Victor Matos, Becky Grasser. SQL-based discovery of exact and approximate functional dependencies |
| 64 | -- | 68 | Mark D. LeBlanc, Betsey D. Dyer. Bioinformatics and computing curricula 2001: why computer science is well positioned in a post-genomic world |
| 69 | -- | 72 | Gary N. Walker. Experimentation in the computer programming lab |
| 73 | -- | 75 | Elaine Wenderholm. Challenges and the elements of success in undergraduate research |
| 76 | -- | 79 | Denis Hamelin. Searching the web to develop inquiry and collaborative skills |
| 80 | -- | 82 | Mel Ó Cinnéide, Richard Tynan. A problem-based approach to teaching design patterns |
| 83 | -- | 84 | Timothy J. Rolfe, Paul W. Purdom. An alternative problem for backtracking and bounding |
| 88 | -- | 92 | Norman Jacobson, Alex Thornton. It is time to emphasize arraylists over arrays in Java-based first programming courses |
| 93 | -- | 96 | Nelishia Pillay. A first course in genetic programming |
| 97 | -- | 100 | Achuth Sankar S. Nair, T. Mahalakshmi. Conceptualizing data structures: a pedagogic approach |
| 101 | -- | 104 | Nathan Rountree, Janet Rountree, Anthony Robins, Robert Hannah. Interacting factors that predict success and failure in a CS1 course |
| 105 | -- | 107 | John Mason. Teaching by analogy: the switch statement |
| 108 | -- | 111 | Rose Shumba. Towards a more effective way of teaching a cybersecurity basics course |
| 119 | -- | 150 | Raymond Lister, Elizabeth S. Adams, Sue Fitzgerald, William Fone, John Hamer, Morten Lindholm, Robert McCartney, Jan Erik Moström, Kate Sanders, Otto Seppälä, Beth Simon, Lynda Thomas. A multi-national study of reading and tracing skills in novice programmers |