• 
  Janet Hughes, D. Ramanee Peiris, Paul T. Tymann (Eds.): Proceedings of the 12th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2007, Dundee, Scotland, UK, June 25-27, 2007. ACM 2007 ISBN 978-1-59593-610-3
• 
  Paul Curzon: Serious fun in computer science. 1
• 
  Chris van der Kuyl: Where have all the computer scientists gone? 2
• 
  Vicki L. Hanson: Inclusive thinking in computer science education. 3

Broadening participation

• 
  Peggy Israel Doerschuk, Jiangjiang Liu, Judith Mann: Pilot summer camps in computing for middle school girls: from organization through assessment. 4-8
• 
  Joan Peckham, Lisa L. Harlow, David A. Stuart, Barbara Silver, Helen Mederer, Peter D. Stephenson: Broadening participation in computing: issues and challenges. 9-13
• 
  Kelly R. Cannon, Katherine A. Panciera, Nikolaos P. Papanikolopoulos: Second annual robotics summer camp for underrepresented students. 14-18

Curricular approaches

• 
  Michael H. Goldwasser, David Letscher: Introducing network programming into a CS1 course. 19-22
• 
  Zachary Dodds, Christine Alvarado, Geoff Kuenning, Ran Libeskind-Hadas: Breadth-first CS 1 for scientists. 23-27
• 
  Leah Buechley, Michael Eisenberg, Nwanua Elumeze: Towards a curriculum for electronic textiles in the high school classroom. 28-32

Operating systems & embedded programming

• 
  James Miller, Michael R. Smith: A TDD approach to introducing students to embedded programming. 33-37
• 
  Robert J. Sheehan: Teaching operating systems with ruby. 38-42
• 
  Rainer Oechsle, Kay Barzen: Checking automatically the output of concurrent threads. 43-47

Teaching CS theory - tools & techniques

• 
  Matthias F. Stallmann, Suzanne Balik, Robert D. Rodman, Sina Bahram, Michael C. Grace, Susan D. High: ProofChecker: an accessible environment for automata theory correctness proofs. 48-52
• 
  Laura Korte, Stuart Anderson, Helen Pain, Judith Good: Learning by game-building: a novel approach to theoretical computer science education. 53-57
• 
  Susan H. Rodger, Jinghui Lim, Stephen Reading: Increasing interaction and support in the formal languages and automata theory course. 58-62

Courseware

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  Michael T. Helmick: Interface-based programming assignments and automatic grading of java programs. 63-67
• 
  Pete G. Thomas, Neil Smith, Kevin G. Waugh: Computer assisted assessment of diagrams. 68-72
• 
  Jeong-Hoon Ji, Gyun Woo, Hwan-Gue Cho: A source code linearization technique for detecting plagiarized programs. 73-77

Inclusive education for visually impared students

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  Helen Armstrong, Iain Murray: Remote and local delivery of cisco education for the vision-impaired. 78-81
• 
  André Pimenta Freire, Renata Pontin de Mattos Fortes, Débora Maria Barroso Paiva, Marcelo Augusto Santos Turine: Using screen readers to reinforce web accessibility education. 82-86
• 
  Matt Calder, Robert F. Cohen, Jessica A. Lanzoni, Neal Landry, Joelle Skaff: Teaching data structures to students who are blind. 87-90

Networking

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  Anton Alstes, Janne Lindqvist: VERKKOKE: learning routing and network programming online. 91-95
• 
  Iain Oliver, Kristoffer Getchell, Alan Miller, Colin Allison: Using disruptive technology for explorative learning. 96-100
• 
  Christian Brown, Chris McDonald: Visualizing berkeley socket calls in students' programs. 101-105

Inclusive technology

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  Blaise W. Liffick, Gary M. Zoppetti: You can take it with you: profile transportability. 106-110
• 
  Stéphane Norte, Fernando Graça Lobo: A virtual logo keyboard for people with motor disabilities. 111-115

CS1 - alternative approaches

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  Joseph Distasio, Thomas P. Way: Inclusive computer science education using a ready-made computer game framework. 116-120
• 
  Tiffany Barnes, Heather Richter, Eve Powell, Amanda Chaffin, Alex Godwin: Game2Learn: building CS1 learning games for retention. 121-125

Cirriculum issues

• 
  Alan L. Tharp: Innovating: the importance of right brain skills for computer science graduates. 126-130
• 
  Michela Pedroni, Manuel Oriol, Bertrand Meyer: A framework for describing and comparing courses and curricula. 131-135

Online learning

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  Pantelis M. Papadopoulos, Stavros N. Demetriadis, Ioannis Stamelos: Case-based instruction on the web for teaching software project management. 136-140
• 
  Matt Bower: Independent, synchronous and asynchronous an analysis of approaches to online concept formation. 141-145
• 
  Michael T. Helmick: Integrated online courseware for computer science courses. 146-150

Pedagogical approaches

• 
  Orna Muller, David Ginat, Bruria Haberman: Pattern-oriented instruction and its influence on problem decomposition and solution construction. 151-155
• 
  Robert McCartney, Anna Eckerdal, Jan Erik Moström, Kate Sanders, Carol Zander: Successful students' strategies for getting unstuck. 156-160
• 
  David Ginat: Hasty design, futile patching and the elaboration of rigor. 161-165

CS1 - objects first

• 
  Kate Sanders, Lynda Thomas: Checklists for grading object-oriented CS1 programs: concepts and misconceptions. 166-170
• 
  Tamar Vilner, Ela Zur, Judith Gal-Ezer: Fundamental concepts of CS1: procedural vs. object oriented paradigm - a case study. 171-175

Software engineering

• 
  Guy Tremblay, Bruno Malenfant, Aziz Salah, Pablo Zentilli: Introducing students to professional software construction: a "software construction and maintenance" course and its maintenance corpus. 176-180
• 
  William L. Honig, Tejasvini Prasad: A classroom outsourcing experience for software engineering learning. 181-185

Secondary education

• 
  Mingrui Zhang, Chi-Cheng Lin, Gayle Olsen, Barbara Beck: A bioinformatics track with outreach components. 186-190
• 
  Desmond Wesley Govender, Manoj Maharaj: Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa. 191-195
• 
  Quintin I. Cutts, Margaret I. Brown, Lynsey Kemp, Calum Matheson: Enthusing and informing potential computer science students and their teachers. 196-200

CS education research

• 
  Vashti C. Galpin, Ian Douglas Sanders, Pei-yu Chen: Learning styles and personality types of computer science students at a South African university. 201-205
• 
  Michael E. Caspersen, Kasper Dalgaard Larsen, Jens Bennedsen: Mental models and programming aptitude. 206-210
• 
  Carole A. Bagley, C. Candace Chou: Collaboration and the importance for novices in learning java computer programming. 211-215

Gender issues

• 
  Mary Anne L. Egan: Teaching a "women in computer science" course. 216-220
• 
  Catherine Lang, Judy McKay, Sue Lewis: Seven factors that influence ICT student achievement. 221-225
• 
  M. M. Voyles, Susan M. Haller, Timothy V. Fossum: Teacher responses to student gender differences. 226-230

Pedagogy

• 
  Sue Jane Jones, Gary E. Burnett: Spatial skills and navigation of source code. 231-235
• 
  Vesa Vainio, Jorma Sajaniemi: Factors in novice programmers' poor tracing skills. 236-240
• 
  Donald D. Chinn, Catherine Spencer, Kristofer Martin: Problem solving and student performance in data structures and algorithms. 241-245

Visualization - theory & practice

• 
  Ronit Ben-Bassat Levy, Mordechai Ben-Ari: We work so hard and they don't use it: acceptance of software tools by teachers. 246-250
• 
  Niko Myller, Mikko Laakso, Ari Korhonen: Analyzing engagement taxonomy in collaborative algorithm visualization. 251-255
• 
  Essi Lahtinen, Hannu-Matti Järvinen, Suvi Melakoski-Vistbacka: Targeting program visualizations. 256-260

Inclusive education for disabled students

• 
  Richard Kheir, Thomas Way: Inclusion of deaf students in computer science classes using real-time speech transcription. 261-265
• 
  Katherine Deibel: Studying our inclusive practices: course experiences of students with disabilities. 266-270
• 
  F. Javier Bueno, José Raúl Fernández del Castillo, Soledad Garcia, Reca Borrego: E-learning content adaptation for deaf students. 271-275

Innovation in the classroom

• 
  Surendar Chandra: Lecture video capture for the masses. 276-280
• 
  Henning Bär, Gina Häussge, Guido Rößling: An integrated system for interaction support in lectures. 281-285
• 
  Christopher James Martin: Scribbles: an exploratory study of sketch based support for early collaborative object oriented design. 286-290

Visualization in CS1 & CS2

• 
  Robert Adelmann, Tobias Bischoff, Tobias Lauer: IDEA: a framework for the fast creation of interactive animations by pen sketching. 291-295
• 
  Pilu Crescenzi, Carlo Nocentini: Fully integrating algorithm visualization into a cs2 course.: a two-year experience. 296-300
• 
  Ali S. Erkan, T. J. VanSlyke, Timothy M. Scaffidi: Data structure visualization with latex and prefuse. 301-305

Panels

• 
  Murray Rowan, Tim Hawkins, Andy Cobley: Yahoo University hackday. 306
• 
  David Sloan, Barbara Nelson, Martin Sloan: How should inclusivity influence teaching of ict design? 307-308

Poster session 1

• 
  Elizabeth K. Hawthorne, Robert D. Campbell, Karl J. Klee: Curricular resources from the acm two-year college education committee. 309
• 
  Steve Cunningham: A computer graphics curriculum to meet the european bologna requirements. 310
• 
  Chrisina Draganova, Vassil Vassilev: Teaching AJAX in web-centric courses. 311
• 
  Tracy L. Lewis: Are pictures worth 1000 words? the use of affective imagery surveys to capture student perceptions of the computing discipline. 312
• 
  Guy Tremblay, Louise Laforest, Aziz Salah: Extending a marking tool with simple support for testing. 313
• 
  John F. Dooley: Experiences with CC2001 at a small college. 314
• 
  Adrian Albin-Clark: MaBL: a tool for mapping pseudocode to multiple implementation languages. 315
• 
  Seung-won Hwang: Teaching operating systems with Windows: experiences and contributions. 316
• 
  Ian Douglas Sanders, Vashti C. Galpin: Students' mental models of recursion at wits. 317

Poster session 2

• 
  Tami Lapidot, Dan Aharoni: The Israeli summer seminars for CS leading teachers. 318
• 
  T. Cassen, K. R. Subramanian, Jeffrey Alexander, Drew Linderman, A. Nasipuri: A visual learning engine for interactive generation ofinstructional materials. 319
• 
  Shermane A. Austin, Leon P. Johnson, John M. Flowers: Stimulating minority student retention with BalloonSAT projects. 320
• 
  Lourdes Moreno, Paloma Martínez, Belén Ruíz-Mezcua, Ana Iglesias: Accessible interface for multimedia presentation in inclusive education. 321
• 
  Ahmad Ghafarian: Ideas for projects in undergraduate information assurance and security courses. 322
• 
  Tamar Benaya, Ela Zur: Understanding threads in an advanced java course. 323
• 
  Alan Hayes, Pete G. Thomas, Neil Smith, Kevin G. Waugh: An investigation into the automated assessment of the design-code interface. 324
• 
  Vladimír Bures, Pavel Cech: Complexity of ambient intelligence in managerial work. 325
• 
  Irene Govender: Understanding students' performance in programming assessment questions. 326

Poster session 3

• 
  Tami Lapidot: Supporting the growth of CS leading teachers. 327
• 
  Barbara Boucher Owens, Vicki L. Almstrum, Lecia Jane Barker: The computing educators oral history project: planning for the future. 328
• 
  Martin Leidl, Guido Rößling: How will future learning work in the third dimension? 329
• 
  H. Whaley, S. Grice: Do students know best?: experiences of allowing students to become course designers. 330
• 
  Barak Raveh, Bruria Haberman, Cecile Yehezkel: Transforming a high school student project in computer science into a significant scientific achievement. 331
• 
  Maths Halstensen, Frode Haug: Highly interactive online study skills course: "unstuck". 332
• 
  Erik Larsson, Mehdi Amirijoo, Daniel Karlsson, Petru Eles: What impacts course evaluation? 333
• 
  Andrea Gorra, Sanela Lazarevski, Jackie Campbell: An account of the use of synoptic assessment for students in the area of databases at level 2. 334
• 
  F. Javier Bueno, M. Goretti Alonso, José Raúl Fernández del Castillo: Assisting lecturers to adapt e-learning content for deaf students. 335
• 
  Anne Dickinson: 'But i don't read text printed in braille font'...: parables from a business and information technology student. 336

Poster session 4

• 
  M. Gloria Sánchez-Torrubia, Carmen Torres-Blanc, Juan Castellanos: New interactive tools for graph algorithms active learning. 337
• 
  Rudolf Pecinovský, Jarmila Pavlícková: Order of explanation should be interface: abstract classes - overriding. 338
• 
  Anne Dickinson: 'Touching the void'...: narrowing the crevasse between the tactile diagrams that tutors request and those that work in reality. 339
• 
  Lee D. Cornell: CS2 for an IS curriculum. 340
• 
  Diana Cukierman, Donna McGee Thompson: Learning strategies sessions within the classroom in computing science university courses. 341
• 
  Shaun K. Kane: Engaging student programmers as inclusive designers. 342
• 
  Jonathan Byrd, Monty Carter, David Cook, Philip Kirkham, Martha J. Kosa: Solving recurring student problems with recurrences. 343
• 
  John Impagliazzo: Using an outcome-based approach to assess computing programs. 344
• 
  Stelios Xinogalos, Maya Satratzemi, Vassilios Dagdilelis: Teaching java with BlueJ: a two-year experience. 345

Student posters

• 
  Miroslav Skoric: Summer schools on the amateur radio computing. 346
• 
  Jonathan D. Marra, Katherine G. Herbert, Jason T. L. Wang: A study of phylogenetic tools for genomic nomenclature data cleaning. 347
• 
  Jason S. Caronna, Rojita Sharma, Jonathan D. Marra, Virginia L. Iuorno, Katherine G. Herbert, Jeffrey H. Toney: Prediction of modulators of pyruvate kinase in smiles text using aprori methods. 348
• 
  Reena Pau, Wendy Hall, Su White: Women in computing: how does experience influence self-perception of computing careers? 349
• 
  Eric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang: Automation of PE recruiting process. 350
• 
  Eric Omwega, Jonathan Tsu, Monica Ugwi, Christine Wang: Development of an online campus map. 351

Demonstrations

• 
  Mario Amelung, Michael Piotrowski, Dietmar Rösner: eduComponents: a component-based e-learning environment. 352
• 
  Andrew Solomon: Linuxgym: software to automate formative assessment of unix command-line and scripting skills. 353
• 
  Guy Barker, Jane Prey: Accessibility tools. 354
• 
  J. Mark Pullen: Network educationware demonstration. 355
• 
  Ruedi Arnold: Introducing propositional logic and queueing theory with the infotraffic interactive learning environments. 356
• 
  Guido Rößling, Simon Kulessa, Silke Schneider: Easy, fast, and flexible algorithm animation generation. 357

Tips & techniques

• 
  Anne Dickinson: Is the shortcut the quickest way to go?: translating instructions for keyboard navigation and other stories. 358
• 
  Manuel Rubio-Sánchez, Isidoro Hernán-Losada: Exploring recursion with fibonacci numbers. 359
• 
  Jakki Sheridan-Ross: Practical tips for engaging students in team formation for multi-discipline computing projects. 360
• 
  Herman Koppelman: Exercises as a tool for sharing pedagogical knowledge. 361
• 
  James H. Paterson, John Haddow: From classes to code: supporting the transition from design to implementation. 362

Tutorials

• 
  Mordechai Ben-Ari: Teaching concurrency and nondeterminism with spin. 363-364
• 
  Michael H. Goldwasser, David Letscher: Teaching object-oriented programming in python. 365-366