| CURRICULAR SYNCOPATIONS: What is the payoff? | 0 | 0.34 | 2022 |
| Panel - Supporting Student Co-Curricular Experiences. | 0 | 0.34 | 2020 |
| Co-Curricular Activities in Computer Science Departments | 0 | 0.34 | 2020 |
| The History of the SIGCSE Submission and Review Software: From Paper to the Cloud? | 0 | 0.34 | 2020 |
| CURRICULAR SYNCOPATIONSMentoring undergraduate students for research/development posters and papers. | 0 | 0.34 | 2020 |
| CS Education Then and Now: Recollections and Reflections | 0 | 0.34 | 2019 |
| CLASSROOM VIGNETTES Clarity and efficiency of code in introductory computing courses (part 1) | 0 | 0.34 | 2019 |
| CURRICULAR SYNCOPATIONS Program breadth versus focus | 0 | 0.34 | 2019 |
| CLASSROOM VIGNETTES What kind of computing program(s) should my school offer? | 0 | 0.34 | 2019 |
| The SIGCSE symposium: a brief history. | 0 | 0.34 | 2018 |
| CLASSROOM VIGNETTES: Democracy/student choice and the computing classroom. | 0 | 0.34 | 2018 |
| Challenges and Approaches for Data Collection to Understand Student Retention: (Abstract Only). | 1 | 0.63 | 2018 |
| CURRICULAR SYNCOPATIONS: Getting started with a program review. | 0 | 0.34 | 2018 |
| CLASSROOM VIGNETTES: Software correctness and usefulness in the classroom. | 0 | 0.34 | 2018 |
| CURRICULAR SYNCOPATIONS: Lab-based courses with the 3 C's: content, collaboration, and communication. | 0 | 0.34 | 2017 |
| Retention of students in introductory computing courses: preliminary plans - ACM retention committee. | 0 | 0.34 | 2017 |
| CLASSROOM VIGNETTES: Lab layouts | 0 | 0.34 | 2017 |
| CLASSROOM VIGNETTES: Connecting computing with other disciplines and the wider community. | 0 | 0.34 | 2017 |
| CS 1: Beyond Programming. | 0 | 0.34 | 2017 |
| CURRICULAR SYNCOPATIONS: Planning and organizing a course for the first time. | 0 | 0.34 | 2016 |
| Science In Brazil - Brazil Walks The Tightrope | 0 | 0.34 | 2016 |
| CLASSROOM VIGNETTES: Teacher as coach, mentor, listener (part 1?). | 0 | 0.34 | 2016 |
| CURRICULAR SYNCOPATIONS: Using the hill-climbing algorithm with curricula and courses. | 0 | 0.34 | 2016 |
| CLASSROOM VIGNETTES: Basic do's and don'ts in the classroom: general environmental and course suggestions. | 0 | 0.34 | 2016 |
| Beyond the cliche, mathematical fluency, in the computing curriculum. | 0 | 0.34 | 2015 |
| Recovering from disappointing student test results | 0 | 0.34 | 2015 |
| Curricular Assessment: Tips and Techniques | 0 | 0.34 | 2015 |
| Experiences mapping and revising curricula with CS2013 | 0 | 0.34 | 2014 |
| College courses of varying credit | 0 | 0.34 | 2014 |
| Encouraging student preparation for class | 1 | 0.46 | 2014 |
| Structuring student work | 0 | 0.34 | 2014 |
| Course development through student-faculty collaboration: a case study | 0 | 0.34 | 2014 |
| Some strategies when teaching theory courses | 1 | 0.40 | 2014 |
| How AP CS A matches college courses | 0 | 0.34 | 2013 |
| 1000(binary) thoughts for developing and using examples | 0 | 0.34 | 2013 |
| ACM/IEEE computer science 2013 exemplar-fest | 1 | 0.37 | 2013 |
| AP CS A exploration of a change from GridWorld to labs | 0 | 0.34 | 2013 |
| Mathematics for/with computing and computational science: an opportunity for reflection and dialog | 1 | 0.41 | 2013 |
| The roles of mathematics in computer science | 7 | 0.73 | 2013 |
| Exercise solutions: motivations, messages sent, and possible distribution | 0 | 0.34 | 2013 |
| Mid-course corrections | 0 | 0.34 | 2012 |
| Academic integrity policies in a computing education context | 8 | 0.70 | 2012 |
| ITiCSE 2012: networking and community in Haifa, Israel | 0 | 0.34 | 2012 |
| SIGCSE by the numbers | 1 | 0.36 | 2012 |
| SIGCSE by the numbers: JavaScript | 0 | 0.34 | 2012 |
| How to prepare students for lifelong learning | 2 | 0.45 | 2012 |
| Developing a useful curricular map | 0 | 0.34 | 2012 |
| A lab-based approach for introductory computing that emphasizes collaboration. | 5 | 0.69 | 2011 |
| Role and value of quantitative instruments in gauging student perspectives in a computing curriculum | 0 | 0.34 | 2011 |
| When is a computing curriculum bloated? | 0 | 0.34 | 2011 |
