Abstract is missing.
- Computing science education: the road not takenNiklaus Wirth. 1-3 [doi]
- Can C# replace java in CS1 and CS2?Stuart Reges. 4-8 [doi]
- A mentor program in CS1Amanda Miller, Judy Kay. 9-13 [doi]
- You d better set down for this!: creating a set type for CS1 & CS2 in C#Jacob Alm, Robert Baber, Shauna Eggers, Christopher D. O Toole, Abin Shahab. 14-18 [doi]
- Learning to support the instructor: classroom assessment tools as discussion frameworks in CS 1Tammy VanDeGrift, Richard J. Anderson. 19-23 [doi]
- Lecture recording and its use in a traditional university courseBernd Zupancic, Holger Horz. 24-28 [doi]
- Illustrating networking concepts with wireless handheld devicesBrad Richards, Nate Waisbrot. 29-33 [doi]
- Electronic books for programming education: a review and future prospectsR. Martínez-Unanue, M. Paredes-Velasco, Cristóbal Pareja-Flores, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide. 34-38 [doi]
- Do cognitive styles affect learning performance in different computer media?Adrian Parkinson, James A. Redmond. 39-43 [doi]
- A dialog between authors and teachersNell B. Dale, Judith Bishop, David J. Barnes, Christoph W. Keßler. 44-45 [doi]
- The marking system for CourseMasterColin Higgins, Pavlos Symeonidis, Athanasios Tsintsifas. 46-50 [doi]
- Experience with a computer-assisted formal programming examinationJohn English. 51-54 [doi]
- Experiences in automatic assessment on mass courses and issues for designing virtual coursesLauri Malmi, Ari Korhonen, Riku Saikkonen. 55-59 [doi]
- A multi-agent platform for automatic assignment managementAbelardo Pardo. 60-64 [doi]
- Objects from the beginning - with GUIsViera K. Proulx, Jeff Raab, Richard Rasala. 65-69 [doi]
- Object orientation in CS1-CS2 by designCarl Alphonce, Phil Ventura. 70-74 [doi]
- Frameworks in CS1: a different way of introducing event-driven programmingHenrik Bærbak Christensen, Michael E. Caspersen. 75-79 [doi]
- Hashing revisitedJohn Hamer. 80-83 [doi]
- The case of base cases: why are they so difficult to recognize? student difficulties with recursionBruria Haberman, Haim Averbuch. 84-88 [doi]
- Shared terminology, private syntax: the case of recursive descriptionsDalit Levy, Tami Lapidot. 89-93 [doi]
- Writing a textbookMordechai Ben-Ari, Henry MacKay Walker, Gaynor Redvers-Mutton, Keith Mansfield. 94-95 [doi]
- A testbed for pedagogical requirements in algorithm visualizationsGuido Rößling, Thomas L. Naps. 96-100 [doi]
- A taxonomy of computer architecture visualizationsCecile Yehezkel. 101-105 [doi]
- Channels, visualization, and topology editorSteve Carr, Ping Chen, Tim Jozwowski, Jean Mayo, Ching-Kuang Shene. 106-110 [doi]
- A java toolkit for teaching distributed algorithmsWolfgang Schreiner. 111-115 [doi]
- eTutorials with voice groupware: real-time conferencing to support computing students at a distanceLucia Rapanotti, Canan Tosunoglu Blake, Robert Griffiths. 116-120 [doi]
- Does it make a difference if students exercise on the web or in the classroom?Ari Korhonen, Lauri Malmi, Pertti Myllyselkä, Patrik Scheinin. 121-124 [doi]
- Evaluating the use of a virtual learning environment for teaching aspects of HCIPeter Chalk. 125-129 [doi]
- Formative evaluation scheme for a web-based course designVeijo Meisalo, Jarkko Suhonen, Sirpa Torvinen, Erkki Sutinen. 130-134 [doi]
- Problems with CS educationDavid Gries. 135 [doi]
- Learning from students: continuous improvement in international collaborationMary Z. Last, Mats Daniels, Martha L. Hause, Mark Woodroffe. 136-140 [doi]
- On using the web as a collaboration space in the context of an industrial simulationSylvie Ratté, Jocelyne Caron. 141-145 [doi]
- Tool support for collaborative teaching and learning of object-oriented modelingKlaus Marius Hansen, Anne V. Ratzer. 146-150 [doi]
- Undergraduate research experience in computer science educationTony Greening, Judy Kay. 151-155 [doi]
- Reducing abstraction level when learning computability theory conceptsOrit Hazzan. 156-160 [doi]
- A virtual network laboratory for learning IP networkingLluís Fàbrega, Jordi Massaguer, Teodor Jové, David Mérida. 161-164 [doi]
- Specific proposals for the use of petri nets in a concurrent programming courseJoão Paulo Barros. 165-167 [doi]
- A tutoring system for parameter passing in programming languagesHarsh Shah, Amruth N. Kumar. 170-174 [doi]
- A state of the course report: computer organization & architectureLillian (Boots) Cassel, Deepak Kumar. 175-177 [doi]
- Variability of referees ratings of conference papersHenry MacKay Walker, Weichao Ma, Dorene Mboya. 178-182 [doi]
- Cheating and plagiarism: perceptions and practices of first year IT studentsJudy Sheard, Martin Dick, Selby Markham, Ian MacDonald, Meaghan Walsh. 183-187 [doi]
- Gender differences in programming?Janet Carter, Tony Jenkins. 188-192 [doi]
- Import and export to/from computing science education: the case of mathematics education researchVicki L. Almstrum, David Ginat, Orit Hazzan, Tom Morley. 193-194 [doi]
- Very active learning of network routingLillian N. Cassel. 195 [doi]
- Teaching on the wiki webJoseph Bergin. 195 [doi]
- A diagnostic technique for addressing group performance in capstone projectsTony Clear. 196 [doi]
- Improving feedback from multiple choice testsWilliam Fone. 196 [doi]
- The student record book: showing the value of documentationRobyn Gibson. 197 [doi]
- A musical approach to teaching design patternsJohn Hamer. 197 [doi]
- Self-assessment as a powerful learning experienceTami Lapidot. 198 [doi]
- Evaluating student team project experiencesCary Laxer. 198 [doi]
- Pedagogical patterns: their place in the genreSally Fincher, Ian Utting. 199-202 [doi]
- The emporium approach to computer science educationJ. A. N. Lee. 203-207 [doi]
- Increasing learning and decreasing costs in a computer fluency courseDeborah Walters, Carl Alphonce, Barbara Sherman, Debra T. Burhans, Helene Kershner. 208-212 [doi]
- A studio-based teaching and learning model in IT: what do first year students think?Angela Carbone, Judy Sheard. 213-217 [doi]
- COOL (comprehensive object-oriented learning)Kristen Nygaard. 218 [doi]
- Innovation in software engineering educationAlison Young, Samuel Mann. 219 [doi]
- Group work at postgraduate level: some issuesDonald Joyce. 220 [doi]
- Integrating the history of systems software in the computing curriculumJohn Impagliazzo. 221 [doi]
- Avatars in cyberspace: a Java 3D application to support formation of virtual groupsTony Clear, Graeme Foot. 222 [doi]
- MISC: the minimal instruction set computerKirk Scott. 223 [doi]
- Implementing student ideas in CS2: a simple IDEJason N. Wyatt, Martha J. Kosa, Mark A. Boshart. 224 [doi]
- CITIDEL: making resources availableDeborah Knox. 225 [doi]
- EnViDiA: an educational environment for visualization of distributed algorithms in virtual environmentsPeter Holdfeldt, Boris Koldehofe, Carina Lindskog, Torbjörn Olsson, Wanja Petersson, Jonas Svensson, Linus Valtersson. 226 [doi]
- Defining a global view of CS education researchArnold Pears. 227 [doi]
- AlambdagoVista: a tool to enhance algorithm design and understandingChristian S. Collberg, Stephen G. Kobourov, Jessica Miller, Suzanne Westbrook. 228 [doi]
- ThreadMentor: a system for teaching multithreaded programmingChing-Kuang Shene. 229 [doi]
- Learning processes in software engineering projectsValentina Plekhanova, Walter Middleton. 230 [doi]
- A model for a flexible, web-based courseHerman Koppelman, Betsy van Dijk. 231 [doi]
- Integrating formal methods tools into undergraduate computer science curriculumSotiris Skevoulis, Maria Falidas. 232 [doi]
- Mid-term course evaluations with muddy cardsChristoph W. Keßler, Simin Nadjm-Tehrani. 233 [doi]
- Machshava : the Israeli National Center for high school computer science teachers234 [doi]
- Conferencing technologies and online coursesRanjana Shukla, Donald Joyce. 235 [doi]
- Creating an interest in IT: a gender studyJudy Sheard, Selby Markham. 236 [doi]
- ICT and digital librariesJohn Impagliazzo, Lillian (Boots) Cassel, John A. N. Lee. 237 [doi]
- Web-based systems for supporting computer-science teaching and learningVictor N. Kasyanov, Elena V. Kasianova. 238 [doi]
- Learning how to develop software using the toy LEGO mindstormsMario A. Garcia, Holly Patterson-McNeill. 239 [doi]
- Illustrating networking concepts with wireless handheld devicesBrad Richards. 240 [doi]
- Experiences with using robots in an all-female programming classMadeleine Schep, Nieves McNulty. 241 [doi]
- DoIT: dynamic curriculum organisation by innovation through technologySita Ramakrishnan. 242 [doi]
- MediaMime: after-the-fact authoring annotation system for an e-learning environmentAvare Stewart, Parviz Kermani, Magda Mourad. 243 [doi]
- What they really do?: attempting (once again) to model novice programmers behaviorVassilios Dagdilelis, Maya Satratzemi, Georgios Evangelidis. 244 [doi]
- International education in information technologyJan Voracek, Nina Kontro-Vesivalo. 245 [doi]
- Guidelines for associate-degree programs in computer scienceKarl J. Klee. 246 [doi]
- WWW visualisation of computer architecture simulationsRoland N. Ibbett. 247 [doi]