| 6 | -- | 0 | Sara Saeed Bilal, Habib Al Mutawa, Fatma Hassan Al Amir, C. Dianne Martin. Reflections on being a new female IT professional in the UAE |
| 7 | -- | 8 | Don Gotterbarn. E-voting: a failure of professionalism? |
| 8 | -- | 10 | Tony Clear. Google™ - do no evil : yeah right! |
| 10 | -- | 11 | John T. Gorgone. Masters level accreditation for information systems |
| 11 | -- | 13 | Raymond Lister. One room, four meetings |
| 13 | -- | 14 | Henry MacKay Walker. Thoughts on student feedback to help teaching |
| 15 | -- | 0 | Robert D. Campbell. Associate-degree transfer curriculum in computer engineering |
| 16 | -- | 17 | Judith Gal-Ezer. The open University of Israel: a distance education institution |
| 17 | -- | 18 | A. Joe Turner. What is IFIP? |
| 18 | -- | 19 | Lisa C. Kaczmarczyk. The ubiquity of computing may be education s biggest challenge |
| 20 | -- | 21 | Peter B. Henderson, Rachelle DeCoste, Kevin L. Huggins. Preparing to teach discrete math for the first time |
| 22 | -- | 23 | David Ginat. Hidden squares |
| 25 | -- | 28 | Jeffrey J. McConnell. Active and cooperative learning: final tips and tricks (part IV) |
| 29 | -- | 33 | Christa M. Chewar, Kevin L. Huggins, Jean R. S. Blair. Avoiding the pratfalls of program assessment |
| 34 | -- | 38 | Gudmund Skovbjerg Frandsen, Michael I. Schwartzbach. A singular choice for multiple choice |
| 39 | -- | 42 | Michal Armoni. On the role of proofs in a course on design and analysis of algorithms |
| 43 | -- | 45 | Jeffrey A. Stone. Using a machine language simulator to teach CS1 concepts |
| 46 | -- | 47 | Germán González-Morris. Further thoughts on backtracking and bounding |
| 48 | -- | 51 | John Buerck, David Feig. Knowledge discovery and dissemination: a curriculum model for informatics |
| 52 | -- | 54 | Alireza Ebrahimi, Christina Schweikert. Empirical study of novice programming with plans and objects |
| 55 | -- | 60 | Mariana Teif, Orit Hazzan. Partonomy and taxonomy in object-oriented thinking: junior high school students perceptions of object-oriented basic concepts |
| 61 | -- | 63 | Torben Lorenzen, Abdul Sattar 0002. Teach graphics using excel in place of a graphing calculator |
| 64 | -- | 67 | Henry Neeman, Lloyd Lee, Julia Mullen, Gerard Newman. Analogies for teaching parallel computing to inexperienced programmers |
| 68 | -- | 70 | Abdul Sattar 0002, Torben Lorenzen. Develop a shopping mart web application |
| 71 | -- | 74 | Emmanuel Udoh. Teaching database in an integrated oracle environment |
| 75 | -- | 77 | Mordechai Ben-Ari. McKinley s Amazon |
| 78 | -- | 82 | K. Becker. How much choice is too much? |
| 83 | -- | 84 | Timothy J. Rolfe. Classroom exercise demonstrating linked list operations |
| 85 | -- | 87 | Andrew A. Thompson. Approaches to recruiting and retaining in computer-science based student organizations |
| 96 | -- | 114 | Hilary J. Holz, Anne Gates Applin, Bruria Haberman, Donald Joyce, Helen C. Purchase, Catherine Reed. Research methods in computing: what are they, and how should we teach them? |
| 115 | -- | 131 | Ursula Fuller, Arnold Pears, June Amillo, Chris Avram, Linda Mannila. A computing perspective on the Bologna process |
| 132 | -- | 145 | Vicki L. Almstrum, Peter B. Henderson, Valerie J. Harvey, Cinda Heeren, William A. Marion, Charles Riedesel, Leen-Kiat Soh, Allison Elliott Tew. Concept inventories in computer science for the topic discrete mathematics |
| 146 | -- | 165 | Raymond Lister, Anders Berglund, Tony Clear, Joe Bergin, Kathy Garvin-Doxas, Brian Hanks, Lewis E. Hitchner, Andrew Luxton-Reilly, Kate Sanders, Carsten Schulte, Jacqueline L. Whalley. Research perspectives on the objects-early debate |
| 166 | -- | 181 | Guido Rößling, Thomas L. Naps, Mark S. Hall, Ville Karavirta, Andreas Kerren, Charles Leska, Andrés Moreno, Rainer Oechsle, Susan H. Rodger, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide. Merging interactive visualizations with hypertextbooks and course management |
| 182 | -- | 194 | Jerry Mead, Simon Gray, John Hamer, Richard James, Juha Sorva, Caroline St. Clair, Lynda Thomas. A cognitive approach to identifying measurable milestones for programming skill acquisition |