• 
  Wanda Dann, Thomas L. Naps, Paul T. Tymann, Doug Baldwin (Eds.): Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2005, St. Louis, Missouri, USA, February 23-27, 2005. ACM 2005 ISBN 1-58113-997-7

Compiler technology

• 
  Kim B. Bruce: Using abstractions to make concepts concrete. 1
• 
  Sara Miner More, Tim Pevzner, Alin Deutsch, Scott B. Baden, Paul Kube: Building an XQuery interpreter in a compiler construction course. 2-6
• 
  Tyson R. Henry: Teaching compiler construction using a domain specific language. 7-11
• 
  Elizabeth L. White, Ranjan Sen, Nina Stewart: Hide and show: using real compiler code for teaching. 12-16

Accessibility

• 
  Robert F. Cohen, Alexander V. Fairley, David Gerry, Gustavo R. Lima: Accessibility in introductory computer science. 17-21
• 
  Susan M. Harrison: Opening the eyes of those who can see to the world of those who can't: a case study. 22-26
• 
  Mary Anne L. Egan: Students with Asperger's syndrome in the CS classroom. 27-30

Teaching experimentation

• 
  Robert Pastel: Integrating science and research in a HCI design course. 31-35
• 
  Stuart A. Hansen: Interpreting Java program runtimes. 36-40
• 
  Grant Braught: Teaching empirical skills and concepts in computer science using random walks. 41-45
• 
  Eric S. Roberts, Kim B. Bruce, Robb Cutler, James H. Cross II, Scott B. Grissom, Karl Klee, Susan H. Rodger, Fran Trees, Ian Utting, Frank Yellin: The ACM java task force: status report. 46-47

Databases

• 
  Thomas J. Marlowe, Cyril S. Ku, James W. Benham: Design patterns for database pedagogy: a proposal. 48-52
• 
  Suzanne W. Dietrich, Susan Darling Urban, Hua Ma, Yang Xiao, Shama Patel: Exploring XML for data exchange in the context of an undergraduate database curriculum. 53-57
• 
  Claire Kenny, Claus Pahl: Automated tutoring for a database skills training environment. 58-62

Contrasting women's experiences in computer science at different institutions

• 
  Ela Zur, Lilly Irani, Lecia Jane Barker, Mark Guzdial: Contrasting women's experiences in computer science at different institutions. 63-64
• 
  Lillian N. Cassel, Russell L. Shackelford, Robert H. Sloan: A synthesis and ontology of all of computing. 65-66

Networks

• 
  Tamer Elsharnouby, A. Udaya Shankar: Using SeSFJava in teaching introductory network courses. 67-71
• 
  Vishal D. Modak, David D. Langan, Thomas F. Hain: A pattern-based development tool for mobile agents. 72-75
• 
  Martin Casado, Nick McKeown: The virtual network system. 76-80

Capstone projects

• 
  William Combs, Robert K. Hawkins, Thomas Pore, Arik Schechet, Tim Wahls, Louis Ziantz: The course scheduling problem as a source of student projects. 81-85
• 
  James Walden: A real-time information warfare exercise on a virtual network. 86-90
• 
  Ian Parberry, Timothy Roden, Max B. Kazemzadeh: Experience with an industry-driven capstone course on game programming: extended abstract. 91-95

Computer organization

• 
  Linda Null, Karishma Rao: CAMERA: introducing memory concepts via visualization. 96-100
• 
  Cecile Yehezkel, Mordechai Ben-Ari, Tommy Dreyfus: Computer architecture and mental models. 101-105
• 
  Craig B. Zilles: SPIMbot: an engaging, problem-based approach to teaching assembly language programming. 106-110

Instructional technologies

• 
  Bhagyavati, Stan Kurkovsky, Christopher C. Whitehead: Using asynchronous discussions to enhance student participation in CS courses. 111-115
• 
  Michelle Wilkerson, William G. Griswold, Beth Simon: Ubiquitous presenter: increasing student access and control in a digital lecturing environment. 116-120
• 
  Charles Hannon, Manfred Huber, Lisa J. Burnell: Research to classroom: experiences from a multi-institutional course in smart home technologies. 121-125

Using history of computing to address problems and opportunities

• 
  Orit Hazzan, John Impagliazzo, Raymond Lister, Shimon Schocken: Using history of computing to address problems and opportunities. 126-127
• 
  Steve Cunningham: The voice of experience: national science foundation funded projects. 128-129
• 
  Joseph Bergin, Clifton Kussmaul, Thomas Reichlmayr, James Caristi, Gary Pollice: Agile development in computer science education: practices and prognosis. 130-131

Software engineering projects

• 
  Thomas P. Way: A company-based framework for a software engineering course. 132-136
• 
  David Coppit, Jennifer M. Haddox-Schatz: Large team projects in software engineering courses. 137-141
• 
  Marc Bernstein, Kelly M. FitzGerald, James P. Macdonell, Arturo I. Concepcion: AlgorithmA project: the ten-week mock software company. 142-146

Computer security

• 
  Larry Gottschalk, Jigang Liu, Brahma Dathan, Sue Fitzgerald, Michael Stein: Computer forensics programs in higher education: a preliminary study. 147-151
• 
  John Aycock, Ken Barker: Viruses 101. 152-156
• 
  Patricia Y. Logan, Allen Clarkson: Teaching students to hack: curriculum issues in information security. 157-161

Algorithms and data structures

• 
  Chris Okasaki: Alternatives to two classic data structures. 162-165
• 
  G. Michael Barnes, John Noga, Peter D. Smith, Jeff Wiegley: Experiments with balanced-sample binary trees. 166-170
• 
  Anany Levitin: Analyze that: puzzles and analysis of algorithms. 171-175

The first year: new ways to teach programming

• 
  Martin C. Carlisle, Terry A. Wilson, Jeffrey W. Humphries, Steven M. Hadfield: RAPTOR: a visual programming environment for teaching algorithmic problem solving. 176-180
• 
  Mark W. Bailey: IRONCODE: think-twice, code-once programming. 181-185
• 
  Jens Bennedsen, Michael E. Caspersen: Revealing the programming process. 186-190

Challenges to computer science education research

• 
  Vicki L. Almstrum, Orit Hazzan, Mark Guzdial, Marian Petre: Challenges to computer science education research. 191-192
• 
  Steve Cunningham, Diana Gant, Harriet G. Taylor: Taking advantage of national science foundation funding opportunities. 193
• 
  Bill Marion: Status report on the SIGCSE committee on the implementation of a discrete mathematics course. 194-195
• 
  Mordechai Ben-Ari: The concorde doesn't fly anymore. 196

Software and techniques for upper level courses

• 
  Sharon A. Stansfield: An introductory VR course for undergraduates incorporating foundation, experience and capstone. 197-200
• 
  Tin-Tin Yu, John L. Lowther, Ching-Kuang Shene: Photon mapping made easy. 201-205
• 
  Mark A. Holliday, Barry Wilkinson, Jeffrey House, Samir Daoud, Clayton Ferner: A geographically-distributed, assignment-structured undergraduate grid computing course. 206-210

On-line instruction

• 
  Curt D. Hill, Brian M. Slator, Lisa M. Daniels: The grader in ProgrammingLand. 211-215
• 
  Amruth N. Kumar: Results from the evaluation of the effectiveness of an online tutor on expression evaluation. 216-220
• 
  Amer Diwan, Michele H. Jackson, William M. Waite, Jacob Dickerson: PL-detective: experiences and results. 221-225

Object-oriented design and testing

• 
  Noa Ragonis, Mordechai Ben-Ari: On understanding the statics and dynamics of object-oriented programs. 226-230
• 
  Vladimir L. Pavlov, Anton Yatsenko: "The Babel experiment": an advanced pantomime-based training in OOA&OOD with UML. 231-235
• 
  Michael R. Wick, Daniel E. Stevenson, Paul J. Wagner: Using testing and JUnit across the curriculum. 236-240

The first year: new approaches

• 
  Billy B. L. Lim, Chu Jong, Pruthikrai Mahatanankoon: On integrating web services from the ground up into CS1/CS2. 241-245
• 
  Kim B. Bruce, Andrea Pohoreckyj Danyluk, Thomas P. Murtagh: Why structural recursion should be taught before arrays in CS 1. 246-250
• 
  John P. Dougherty, David Wonnacott: Use and assessment of a rigorous approach to CS1. 251-255

Computer games and CS education: why and how

• 
  Elizabeth Sweedyk, Marianne de Laet, Michael C. Slattery, James Kuffner: Computer games and CS education: why and how. 256-257

IT offshore outsourcing: impact on CS/IS curriculum

• 
  Wing Huen, Ernest Ferguson, Peter B. Henderson, Clifton Kussmaul: IT offshore outsourcing: impact on CS/IS curriculum. 258-259

Outcomes-based computer science education

• 
  Stephen Cooper, Lillian N. Cassel, Barbara Moskal, Steve Cunningham: Outcomes-based computer science education. 260-261

Courseware

• 
  Chavdar Botev, Hubert Chao, Theodore Chao, Yim Cheng, Raymond Doyle, Sergey Grankin, Jon Guarino, Saikat Guha, Pei-Chen Lee, Dan Perry, Christopher Re, Ilya Rifkin, Tingyan Yuan, Dora Abdullah, Kathy Carpenter, David Gries, Dexter Kozen, Andrew C. Myers, David I. Schwartz, Jayavel Shanmugasundaram: Supporting workflow in a course management system. 262-266
• 
  Melissa E. O'Neill: Automated use of a Wiki for collaborative lecture notes. 267-271
• 
  Karen L. Reid, Gregory V. Wilson: Learning by doing: introducing version control as a way to manage student assignments. 272-276

Programming with images

• 
  Daniel E. Stevenson, Michael R. Wick, Steven J. Ratering: Steganography and cartography: interesting assignments that reinforce machine representation, bit manipulation, and discrete structures concepts. 277-281
• 
  Kenny Hunt: A Java framework for experimentation with steganography. 282-286
• 
  Richard Wicentowski, Tia Newhall: Using image processing projects to teach CS1 topics. 287-291

Active and lab-based learning

• 
  Matt Bower, Debbie Richards: The impact of virtual classroom laboratories in CSE. 292-296
• 
  Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang: Closed laboratories with embedded instructional research design for CS1. 297-301
• 
  Stephanie Ludi, Swaminathan Natarajan, Thomas Reichlmayr: An introductory software engineering course that facilitates active learning. 302-306

The first year: breadth first approaches

• 
  Elise H. Turner, Roy M. Turner: Teaching entering students to think like computer scientists. 307-311
• 
  Samuel A. Rebelsky: The new science students in too much, too soon an abbreviated, accelerated, constructivist, collaborative, introductory experience in CS. 312-316
• 
  Charles Dierbach, Blair Taylor, Harry Zhou, Iliana Zimand: Experiences with a CS0 course targeted for CS1 success. 317-320

Using peer review in teaching computing

• 
  Edward F. Gehringer, Donald D. Chinn, Manuel A. Pérez-Quiñones, Mark A. Ardis: Using peer review in teaching computing. 321-322
• 
  Robert L. Scot Drysdale, Judith Hromcik, David Reed, Reg Hahne: The year in review: changes and lessons learned in the design and implementation of the AP CS exam in Java. 323-324

Teaching hands-on computer and information systems security despite limited resources

• 
  Bhagyavati, Stephen O. Agyei-Mensah, Rose Shumba, Iretta B. C. Kearse: Teaching hands-on computer and information systems security despite limited resources. 325-326

Issues in secondary education & introductory programming

• 
  James I. Hsia, Elspeth Simpson, Daniel Smith, Robert Cartwright: Taming Java for the classroom. 327-331
• 
  Barbara Ericson, Mark Guzdial, Maureen Biggers: A model for improving secondary CS education. 332-336
• 
  Alasdair McAndrew, Anne Venables: A "secondary" look at digital image processing. 337-341

Ethics and computing

• 
  Richard J. Botting: Teaching and learning ethics in computer science: walking the walk. 342-346
• 
  Mary Elaine Califf, Mary Goodwin: Effective incorporation of ethics into courses that focus on programming. 347-351
• 
  Alton F. Sanders: A discussion format for computer ethics. 352-355

Non-major courses

• 
  Mark E. Hoffman, David R. Vance: Computer literacy: what students know and from whom they learned it. 356-360
• 
  Mark Guzdial, Andrea Forte: Design process for a non-majors computing course. 361-365
• 
  Tammy Bailey, Jeffrey Forbes: Just-in-time teaching for CS0. 366-370
• 
  Nick Parlante, David B. Levine, Steven K. Andrianoff, Aaron J. Gordon, Alyce Brady, Pamela A. Cutter, Paul Kube, Jefferson Ng, Richard E. Pattis: Nifty assignment. 371-372

Evaluating student work

• 
  H. Chad Lane, Kurt VanLehn: Intention-based scoring: an approach to measuring success at solving the composition problem. 373-377
• 
  J. Philip East, J. Ben Schafer: In-person grading: an evaluative experiment. 378-382
• 
  Charlie Daly, Jane Horgan: Patterns of plagiarism. 383-387
• 
  Anita Verno, Debbie Carter, Robb Cutler, Michelle Hutton, Lenny Pitt: Developing resources to support a national computer science curriculum for K-12. 388-389
• 
  Joe Bergin, Kim B. Bruce, Michael Kölling: Objects-early tools: a demonstration. 390-391

Gender issues

• 
  Sylvia Beyer, Michelle DeKeuster, Kathleen Walter, Michelle Colar, Christina Holcomb: Changes in CS students' sttitudes towards CS over time: an examination of gender differences. 392-396
• 
  Carol Frieze: Diversifying the images of computer science: undergraduate women take on the challenge! 397-400
• 
  Antonio M. Lopez Jr., Lisa J. Schulte, Marguerite S. Giguette: Climbing onto the shoulders of giants. 401-405
• 
  Larisa Eidelman, Orit Hazzan: Factors influencing the shrinking pipeline in high schools: a sector-based analysis of the Israeli high school system. 406-410

The first year: studies of student performance

• 
  Susan Bergin, Ronan Reilly: Programming: factors that influence success. 411-415
• 
  Allison Elliott Tew, Charles Fowler, Mark Guzdial: Tracking an innovation in introductory CS education from a research university to a two-year college. 416-420
• 
  Lecia Jane Barker, Kathy Garvin-Doxas, Eric S. Roberts: What can computer science learn from a fine arts approach to teaching? 421-425
• 
  Tracy L. Lewis, Joe D. Chase, Manuel A. Pérez-Quiñones, Mary Beth Rosson: The effects of individual differences on CS2 course performance across universities. 426-430

Robotics

• 
  Christian L. Jacobsen, Matthew C. Jadud: Towards concrete concurrency: occam-pi on the LEGO mindstorms. 431-435
• 
  Judith Challinger: Efficient use of robots in the undergraduate curriculum. 436-440
• 
  Robert M. Harlan, Shelley McClarigan: Creating emergent behaviors: two robotics labs that combine reactive behaviors. 441-445
• 
  Jerry B. Weinberg, William W. White, S. Cem Karacal, George Engel, Ai-Ping Hu: Multidisciplinary teamwork in a robotics course. 446-450
• 
  Owen L. Astrachan, Kim B. Bruce, Elliot B. Koffman, Michael Kölling, Stuart Reges: Resolved: objects early has failed. 451-452

Emerging areas in computer science education

• 
  Amruth N. Kumar, Rose K. Shumba, Bina Ramamurthy, Lawrence D'Antonio: Emerging areas in computer science education. 453-454

Student teams

• 
  Deborah Anne Trytten: A design for team peer code review. 455-459
• 
  Debra L. Smarkusky, Richard F. Dempsey, Joan J. Ludka, Frouke de Quillettes: Enhancing team knowledge: instruction vs. experience. 460-464
• 
  Dawn McKinney, Leo F. Denton: Affective assessment of team skills in agile CS1 labs: the good, the bad, and the ugly. 465-469
• 
  Leland L. Beck, Alexander W. Chizhik, Amy C. McElroy: Cooperative learning techniques in CS1: design and experimental evaluation. 470-474
• 
  Sally Fincher: SIGCSE special projects showcase. 475-476

Design patterns

• 
  Dung Zung Nguyen, Mathias Ricken, Stephen B. Wong: Design patterns for parsing. 477-481
• 
  Prasun Dewan: Teaching inter-object design patterns to freshmen. 482-486
• 
  Michael R. Wick: Teaching design patterns in CS1: a closed laboratory sequence based on the game of life. 487-491
• 
  Stephen Weiss: Teaching design patterns by stealth. 492-494

Assessing student learning

• 
  Des Traynor, J. Paul Gibson: Synthesis and analysis of automatic assessment methods in CS1: generating intelligent MCQs. 495-499
• 
  Gary D. Boetticher, Wei Ding, Charles Moen, Kwok-Bun Yue: Using a pre-assessment exam to construct an effective concept-based genetic program for predicting course success. 500-504
• 
  Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang: Designing, implementing, and analyzing a placement test for introductory CS courses. 505-509
• 
  Laurie Murphy, Renée McCauley, Suzanne Westbrook, Timothy V. Fossum, Susan M. Haller, Briana B. Morrison, Brad Richards, Kate Sanders, Carol Zander, Ruth E. Anderson: A multi-institutional investigation of computer science seniors' knowledge of programming concepts. 510-514

Systems-level programming

• 
  Steven Robbins: An address translation simulator. 515-519
• 
  Jason Nieh, Chris Vaill: Experiences teaching operating systems using virtual platforms and linux. 520-524
• 
  Joel C. Adams, W. David Laverell: Configuring a multi-course lab for system-level projects. 525-529
• 
  John W. McCormick: We've been working on the railroad: a laboratory for real-time embedded systems. 530-534

New curricular directions

• 
  Gary Lewandowski, Elizabeth Johnson, Michael Goldweber: Fostering a creative interest in computer science. 535-539
• 
  James B. Fenwick Jr., Barry L. Kurtz: Intra-curriculum software engineering education. 540-544
• 
  Ron Coleman, Mary Krembs, Alan G. Labouseur, Jim Weir: Game design & programming concentration within the computer science curriculum. 545-550
• 
  David G. Kay, André van der Hoek, Debra J. Richardson: Informatics: a focus on computer science in context. 551-555
• 
  David Ginat, Richard J. Anderson, Daniel D. Garcia, Richard Rasala: Randomness and probability in the early CS courses. 556-557

The many facets of diversity

• 
  Jack Beidler, Hilary J. Holz, Ken Yasuhara, Evans J. Adams: The many facets of diversity. 558-559
• 
  Stu Zweben, Han Reichgelt, Gayle J. Yaverbaum: Computing accreditation: a new criteria structure and new flexibility. 560-561
• 
  Maria M. Klawe: Increasing the number of women majoring in computer science: what works? 562