| 2005 | "Computer science, academia, and industry" educational project. Cecile Yehezkel, Bruria Haberman |
| 2005 | A constructivist framework for operating systems education: a pedagogic proposal using the SOsim. Luiz Paulo Maia, Francis Berenger Machado, Ageu C. Pacheco Jr. |
| 2005 | A new quantitative assessment tool for computer science programs. Timothy V. Fossum, Susan M. Haller |
| 2005 | A personalized visualization tool for geo-referenced information. Sérgio Freitas, Maria Beatriz Carmo, Ana Paula Afonso |
| 2005 | A platform for the generation of virtual environments inhabited by intelligent virtual humans. Miguel Silvestre, Maria Pinto-Albuquerque, Maria Beatriz Carmo, Ana Paula Cláudio, João Duarte Cunha, Helder Coelho |
| 2005 | A pragmatic HCI approach: engagement by reinforcing perception with functional dsesign and programming. David Cox |
| 2005 | A programming languages course for freshmen. J. Ángel Velázquez-Iturbide |
| 2005 | A prolog toolkit for formal languages and automata. Michel Wermelinger, Artur Miguel Dias |
| 2005 | A research-led curriculum in multimedia: learning about convergence. Hugh C. Davis, Su White |
| 2005 | A study of the difficulties of novice programmers. Essi Lahtinen, Kirsti Ala-Mutka, Hannu-Matti Järvinen |
| 2005 | A visual and interactive automata theory course emphasizing breadth of automata. Rakesh M. Verma |
| 2005 | Academic jeopardy. Joseph Bergin |
| 2005 | Active-learning activities that introduce students to software engineering fundamentals. Stephanie Ludi |
| 2005 | Advanced programming in java workshop: teaching methodology. Tamar Benaya, Ela Zur |
| 2005 | An analysis of patterns of debugging among novice computer science students. Marzieh Ahmadzadeh, Dave Elliman, Colin Higgins |
| 2005 | Analyzing relationships between closed labs and course activities in CS1. Leen-Kiat Soh, Ashok Samal, Suzette Person, Gwen Nugent, Jeff Lang |
| 2005 | Application of topic maps in e-learning environment. Kamila Olsevicova |
| 2005 | Assessing students' knowledge: oral exams vs. written tests. Hasmik Gharibyan |
| 2005 | BRaiN research network. Ricardo Pisa, Vasco Ferreira, Elisabete Jesus, Bruno Carlos |
| 2005 | Bridging media breaks in presence presentations. Georg Turban, Guido Rößling, Christoph Trompler |
| 2005 | Challenges in teaching the pumping lemma in automata theory course. Judith Gal-Ezer, Mark B. Trakhtenbrot |
| 2005 | Changing the image of computer science: a north american perspective in conversation with Europe. Maria M. Klawe |
| 2005 | Classes as first class objects in an environment-passing interpreter. Timothy V. Fossum |
| 2005 | Complex analysis in computer graphics course. Vladimir Nodelman, Bruria Haberman |
| 2005 | Computer game arena: a showcase for computer game projects. Edmond C. Prakash |
| 2005 | Computing curricula overview project. John Impagliazzo |
| 2005 | Computing history: interesting times. David Hemmendinger |
| 2005 | Constructing database applications for PDA using the .NET framework. Mário Guimarães |
| 2005 | Curricular projects of the ACM two-year college education committee. Robert D. Campbell, Elizabeth K. Hawthorne, Karl J. Klee |
| 2005 | Design, development, and validation of a learning object for CS1. Gwen Nugent, Leen-Kiat Soh, Ashok Samal, Suzette Person, Jeff Lang |
| 2005 | Designing CIspace: pedagogy and usability in a learning environment for AI. Saleema Amershi, N. Arksey, Giuseppe Carenini, Cristina Conati, Alan K. Mackworth, Heather Maclaren, David Poole |
| 2005 | Development of object-understanding among students in the humanities. Morten Lindholm |
| 2005 | Difficulties teaching Java in CS1 and how we aim to solve them. George R. S. Weir, Tamar Vilner, António José Mendes, Marie Nordström |
| 2005 | DisASTer (distributed algorithms simulation terrain): a platform for the implementation of distributed algorithms. Rainer Oechsle, Tim Gottwald |
| 2005 | Distributed team performance in software development. Martha Lucia Hause |
| 2005 | Do computer science students know what they know?: a calibration study of data structure knowledge. Laurie C. Murphy, Josh Tenenberg |
| 2005 | ETV: a program trace player for students. Minoru Terada |
| 2005 | Engaging students to work with self-assessment questions: a study of two approaches. Peter Brusilovsky, Sergey A. Sosnovsky |
| 2005 | Ethical engagement with data collection efforts related to fighting terrorists and terrorism in the context of recent events. William Pohlhaus |
| 2005 | Evolution lab: the flexible user friendly robot research tool. Thomas Larkworthy |
| 2005 | Experiments in the automatic marking of ER-diagrams. Pete G. Thomas, Kevin G. Waugh, Neil Smith |
| 2005 | ExploreCSEd: exploring skills and difficulties in programming education. Ioanna Stamouli, Marjahan Begum, Rebecca Mancy |
| 2005 | Exploring students' understanding of the concept of algorithm: levels of abstraction. Jacob Perrenet, Jan Friso Groote, Eric Kaasenbrood |
| 2005 | Extending undergraduate CS programs with informatics: emphasizing software and system design in context. David G. Kay, André van der Hoek, Debra J. Richardson |
| 2005 | Extreme programming promotes extreme learning? Chris W. Loftus, Mark Ratcliffe |
| 2005 | From objects-first to design-first with multimedia and intelligent tutoring. Sally H. Moritz, Fang Wei, Shahida M. Parvez, Glenn D. Blank |
| 2005 | Fun and games: a new software engineering course. Elizabeth Sweedyk, Robert M. Keller |
| 2005 | Game programming in introductory courses with direct state manipulation. Michael Kölling, Poul Henriksen |
| 2005 | Guidelines for a multiple-goal CS introductory course: algorithmic problem-solving woven into OOP. Orna Muller, Bruria Haberman |
| 2005 | Hacking as a form of "self-improvement". Eric Clark |
| 2005 | Iconic programming for flowcharts, java, turing, etc. Stephen Chen, Stephen Morris |
| 2005 | Implications of perspective in teaching objects first and object design. Henrik Bærbak Christensen |
| 2005 | Implicit functions lab: a collaboratory for computer graphics. Edmond C. Prakash |
| 2005 | Information in the information society. Joseph Weizenbaum |
| 2005 | Infusing critical thinking skills into content of AI course. M. R. K. Krishna Rao |
| 2005 | Integrating views on ethical behavior for computer professionals in an interdisciplinary environment. David C. Walls |
| 2005 | Interactive manipulation of regular objects with FAdo. Nelma Moreira, Rogério Reis |
| 2005 | Introducing object-oriented analysis and design in lower-level undergraduate courses: a pattern-based approach. Haitham S. Hamza |
| 2005 | Introducing recursion by using multimedia. Tammy Rosenthal |
| 2005 | Investigating pair-programming in a 2 Emilia Mendes, Lubna Basil Al-Fakhri, Andrew Luxton-Reilly |
| 2005 | Is evolution or revolution the way for improving the teaching methodology in computer science? Emilio Luque |
| 2005 | Is it really an algorithm: the need for explicit discourse. Bruria Haberman, Haim Averbuch, David Ginat |
| 2005 | Iterative implementation of DFS. Ilana Bass, Dvir Lanzberg |
| 2005 | Knowledge sharing as an innovative educational practice: educating knowledge technologies. Peter Mikulecký |
| 2005 | Knowledge-based support of newcomers integration into an organization. Vladimír Bures, Daniela Ponce |
| 2005 | LEGO robots and AI. Amruth N. Kumar |
| 2005 | Learning UNIX in first year of computer engineering. María Aránzazu Simón Hurtado, Carlos Vivaracho-Pascual |
| 2005 | Learning repetition structures in programming. Maria José Marcelino |
| 2005 | Learning styles across the curriculum. A. T. Chamillard, Ricky E. Sward |
| 2005 | Learning technical concepts with collaboration and communication skills. Mary J. Granger |
| 2005 | Learning to program through the web. Nghi Truong, Peter Bancroft, Paul Roe |
| 2005 | MIG21 API: multimedia interactive groups API. Carmen Morgado, Luís Soares |
| 2005 | Making compiler construction projects relevant to core curriculums. Akim Demaille |
| 2005 | Managing the complexity in first year programming. Robert A. Hovis |
| 2005 | MindMapX. Leon Davis |
| 2005 | Moving from mailing lists to web-based discussion forums. Artur Miguel Dias |
| 2005 | NetPrIDE an integrated environment for developing and visualizing computer network protocols. Pilu Crescenzi, Giorgio Gambosi, Gaia Innocenti |
| 2005 | New challenges in computer science education. João M. P. Cardoso |
| 2005 | Novice Java programmers' conceptions of "object" and "class", and variation theory. Anna Eckerdal, Michael Thuné |
| 2005 | Online tutors for C++/Java programming. Amruth N. Kumar |
| 2005 | Peer assessment in the algorithms course. Donald D. Chinn |
| 2005 | Principles of curriculum design and revision: a case study in implementing computing curricula CC2001. M. R. K. Krishna Rao, S. Junaidu, Talal Maghrabi, Muhammad Shafique, Motaz Ahmed, Kanaan A. Faisal |
| 2005 | Proceedings of the 10th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2005, Caparica, Portugal, June 27-29, 2005 José C. Cunha, William M. Fleischman, Viera K. Proulx, João Lourenço |
| 2005 | Projects in the programming languages course. Amruth N. Kumar |
| 2005 | Providing students universal access to a centralized, graphical computing environment. Michael H. Goldwasser, David Letscher |
| 2005 | Reductive thinking in undergraduate CS courses. Michal Armoni, Judith Gal-Ezer |
| 2005 | Reusable collections of web-based program animations. Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide |
| 2005 | Reusable learning objects: theory to practice. Antonio Vinha |
| 2005 | Reverse engineering technique to enhance software engineering education. Ahmad Ghafarian |
| 2005 | SOTA: a visualization tool for symbol tables. Micael Gallego-Carrillo, Francisco Gortázar-Bellas, Jaime Urquiza-Fuentes, J. Ángel Velázquez-Iturbide |
| 2005 | Software behaviour understanding Supported by dynamic visualization and role-play. Guillermo Jiménez-Díaz, Mercedes Gómez-Albarrán, Marco Antonio Gómez-Martín, Pedro A. González-Calero |
| 2005 | Student communication challenges in distributed software engineering environments. Denise M. Woit, K. J. Bell |
| 2005 | Student interviews as a tool for assessment and learning in a systems analysis and design course. Martin Dick |
| 2005 | Student performance in CS1 with distributed pair programming. Brian Hanks |
| 2005 | Student-built algorithm visualizations for assessment: flexible generation, feedback and grading. Markus Krebs, Tobias Lauer, Thomas Ottmann, Stephan Trahasch |
| 2005 | Students evaluating faculty: a subjective process. Jacobo Carrasquel |
| 2005 | TS-05: 150 lines of java with high architectural complexity. Henrik Bærbak Christensen |
| 2005 | Taking the bus in the information highway system. Duarte Alvim |
| 2005 | Teaching XML in a web development context. James H. Paterson, Frances McCormick, Gerry Creechan |
| 2005 | Teaching about the risks of electronic voting technology. Chris Armen, Ralph A. Morelli |
| 2005 | Teaching an introductory course in data mining. Richard J. Roiger |
| 2005 | Teaching data modeling: process and patterns. Paul Wagner |
| 2005 | Teaching ethics in a virtual classroom. Annegret Goold, Jo Coldwell |
| 2005 | Teaching networking hardware. Martín Casado, Gregory Watson, Nick McKeown |
| 2005 | Teaching polymorphism early. Joseph Bergin, Eugene Wallingford, Michael E. Caspersen, Michael Goldweber, Michael Kölling |
| 2005 | Teaching programming and language concepts using LEGOs. Cynthia S. Hood, Dennis J. Hood |
| 2005 | Teaching programming collaboratively. Raymond Flood, Bob Lockhart |
| 2005 | Teaching software development skills early in the Curriculum through software engineering. Chun Wai Liew |
| 2005 | Teaching software engineering through game design. Kajal T. Claypool, Mark Claypool |
| 2005 | Teaching to analyze solutions using FGA. Ilana Bass, Dvir Lanzberg |
| 2005 | Teaching transaction management with SQL examples. Alan D. Fekete |
| 2005 | Team formation methods for increasing interaction during in-class group work. Katherine Deibel |
| 2005 | Test-first pair-programming tutorial. Joseph Bergin, Eugene Wallingford |
| 2005 | Testing first: emphasizing testing in early programming courses. Will Marrero, Amber Settle |
| 2005 | The (relative) importance of software design criteria. Tzu-Yi Chen, Stephen Cooper, Robert McCartney, Leslie Schwartzman |
| 2005 | The Kaya OS project and the Michael Goldweber, Renzo Davoli, Mauro Morsiani |
| 2005 | The MulE game engine extending online role-playing games. Miguel J. Boavida, João Paulo Santos, Pedro A. Amado Assunção, Luis Soares, João Luz, Ricardo Viegas |
| 2005 | The difficult art of pruning in favour of creative thinking. Riccardo Massarelli |
| 2005 | The effect of integrating an Iconic programming notation into CS1. Charmain Cilliers, André P. Calitz, Jéan H. Greyling |
| 2005 | The environment for learning to program. Nghi Truong |
| 2005 | The hands-on activities of the programming microworld objectKarel. Stelios Xinogalos, Maya Satratzemi |
| 2005 | The linguistics of object-oriented design: implications for teaching. Christian Holmboe |
| 2005 | The pedagogic opportunities of touch-screen voting. Mark Jones |
| 2005 | Toward integrating computing concepts into the K-12 curriculum. Cynthia S. Hood, Dennis J. Hood |
| 2005 | Traditional and more "exotic" .NET languages: VB .NET, J#, C# and SML .NET. Viktor Geller, Christelle Scharff |
| 2005 | Two possible approaches for an intermediate GUI course. Rui Pais, João Paulo Barros |
| 2005 | Understanding disciplinary differences: an insight into selecting effective e-learning approaches. Ilaria Liccardi, Su White |
| 2005 | Use a little history. John Impagliazzo |
| 2005 | Use of flash movies for teaching GUI programming. Rui Pais, João Paulo Barros |
| 2005 | User interface considerations for older users. John Gould, Matthew Schaefer |
| 2005 | Using Octave to introduce programming to technical science students. Nuno C. Marques, Francisco Azevedo, Carmen Morgado, Jorge F. Custódio |
| 2005 | Using a PC simulator to illustrate input-output programming techniques. Pedro D. Medeiros, Vítor Duarte, Maria Cecilia Gomes, Rui F. Marques |
| 2005 | Using a windows attack intRusion emulator (AWARE) to teach computer security awareness. Donald L. Tobin Jr., Michael S. Ware |
| 2005 | Using hands-on activities for motivating students with OOP concepts before they are asked to implement them. Stelios Xinogalos, Maya Satratzemi |
| 2005 | Using simulation and collaboration in CS1 and CS2. António José Mendes, Anabela Jesus Gomes, Micaela Esteves, Maria José Marcelino, Crescencio Bravo, Miguel A. Redondo |
| 2005 | Using the BlueJ IDE in a data structures course. James H. Paterson, John Haddow, Miriam Birch, Alex Monaghan |
| 2005 | Virtual square ( Renzo Davoli, Michael Goldweber |
| 2005 | Virtual student teams: opportunities and challenges. Annegret Goold, Arnold Pears, Mary Z. Last, Chris Beaumont, Chew Swee Cheng |
| 2005 | WIPE: a programming environment for novices. Vassilios Efopoulos, Vassilios Dagdilelis, Georgios Evangelidis, Maya Satratzemi |
| 2005 | Weathering MindStorms with drizzle and DIODE in CS0. J. C. Ernest, A. S. Bowser, S. Ghule, S. Sudireddy, Jameson P. Porter, Douglas A. Talbert, Martha J. Kosa |
| 2005 | What attracts women to CS? Vicki L. Almstrum, Mary Z. Last |
| 2005 | When do group projects widen the student experience gap? Lecia Jane Barker |
| 2005 | Why are children left out of the CS rethinking process? Giovanni M. Bianco, Simonetta Tinazzi |
| 2005 | Why use an open source e-voting system? Joana Matos Penha-Lopes |
| 2005 | You can lead a horse to water: how students really use pedagogical software. Linda Stern, Selby Markham, Ria Hanewald |
| 2005 | [4]cite. Richard Lawrence |
| 2005 | eFuzion: development of a pervasive educational system. Chad Peiper, David Warden, Ellick Chan, Boris Capitanu, Samuel N. Kamin |