1. ACSE 1996: Sydney, NSW, Australia

• Narciso Cerpa, John Shepherd:
  A cognitive model for facilitating the teaching of computer programming skills. 1-6
  
• J. N. Coleman, Frank P. Burns, D. J. Kinniment, T. J. Butler, Albert Koelmans:
  A self-taught computer engineering course. 7-12
  
• Tony Greening, Judy Kay, Jeffrey H. Kingston, Kathryn Crawford:
  Problem-based learning of first year computer science. 13-18
  
• Roy Johnston, Alistair Moffat, Harald Søndergaard, Peter J. Stuckey:
  Low-contact learning in a first year programming course. 19-26
  
• Peter Bancroft, John Hynd, Philip Sinfield:
  Graphical visualisation support in a uniform environment. 27-31
  
• Herbert L. Dershem, Wendy L. Barth, Cheri J. Bowsher, Darrick P. Brown:
  Data structures with Ada packages, laboratories, and animations. 32-38
  
• William J. Rogers:
  Visible-C a simple visualisation system for C data structures. 39-46
  
• Dean Sanders, Elaine H. Shung:
  An interactive tutorial for UNIX. 47-52
  
• Stuart Hope, Julian E. Terry:
  Obtaining maximum leverage from undergraduate software engineering projects. 53-59
  
• Annegret Goold, Peter Horan:
  A new approach to introducing software engineering. 60-65
  
• K. J. Maciunas, Michael J. Oudshoorn, A. L. Brown:
  Process improvement of software engineering education. 66-73
  
• Phillip Farrands, Teresa Lynch:
  Using computer generated software metrics to improve the quality of students' programs. 74-80
  
• Kristina L. Verco, Michael J. Wise:
  Software for detecting suspected plagiarism: comparing structure and attribute-counting systems. 81-88
  
• Bill Rogers, Philip Treweek, Sally Jo Cunningham:
  A non-linear, criterion-referenced grading scheme for a computer literacy course. 89-94
  
• Christabel Rodrigues, Martin Atchison:
  A case-study based approach to assessment of systems design and implementation. 95-102
  
• Brian K. Oliver, Geoffrey C. Mitchell:
  Setting the PASE - the value of computer aided assessment. 103-110
  
• Roger Duke:
  The design of an experiential component for a formal methods computer science subject. 111-118
  
• Krysia Broda, Susan Eisenbach, Lloyd Kamara:
  Tool support for informal deduction. 119-126
  
• Ken Robinson, Peter S. Ho, Martin Schwenke:
  To Zed and back: integrating data flow diagrams and Z. 127-134
  
• Juris Reinfelds:
  A logical foundation course for CS majors. 135-140
  
• G. R. Stevens, Dianne L. Smith, D. H. Stratton, Paul D. Kelly:
  The first Novell education academic partner (NEAP) in Australia - The University of Ballarat. 141-146
  
• Doan Hoang, Tony Greening, Bob Kummerfeld:
  A lab-based computer networking course at the University of Sydney. 147-152
  
• Colin Pattinson:
  The use of OSI as a framework for the teaching of computer communications. 153-158
  
• Michael W. Dixon, Tanya J. McGill, Graeme R. Cole, B. Lewis Barnett III:
  Integrating a networking simulation package into a data communications course to enhance student learning. 159-163
  
• G. Joy Teague, Valerie A. Clarke:
  Improving gender equity in computing programmes: some suggestions for increasing female participation and retention rates. 164-170
  
• Anne Greenhill, Liisa von Hellens, Susan H. Nielsen, Rosemary Pringle:
  Asian women in IT education, an Australian examination. 171-176
  
• Debbie Clayton, Mary Cranston, Teresa Lynch:
  Attracting and retaining females in information technology courses. 177-182
  
• J. W. L. Millar, M. Mohammadian:
  Why Ada? 183-188
  
• Cristina Cifuentes, Barry Brannan:
  Teaching C/C++ to computer science students with pascal programming experience. 189-196
  
• Barry Burd:
  Experience teaching Java: a preliminary report. 197-201
  
• Liz Sonenberg:
  Calculating first: a better curriculum? 202-208
  
• Ronald J. Leach:
  A graduate course in software reuse. 209-215
  
• Ron Chernich, Bruce Jamieson, David Jones:
  RCOS: yet another teaching operating system. 216-222
  
• Wanlei Zhou:
  A tool for assisting the understanding of distributed programs. 223-230
  
• Robert E. Buckley, Jan B. Hext:
  Jocula - an instructive compiler. 231-237
  
• Damian Conway:
  The evolution of a mentoring scheme for first year computer science students. 238-243
  
• Piyush Maheshwari:
  Assessing students to diagnose difficulties in learning various programming paradigms and languages. 246-253
  
• Paul Bakker, Andrew Goodchild, Paul A. Strooper, David A. Carrington, Ian MacColl, Peter Creasy, Helen C. Purchase:
  Setting up a tutor training programme in computer science. 254-259
  
• Ruth Christie, Sauwan Cheah:
  Support structures for students in information technology at QUT. 260-266
  
• Lee Wittenberg:
  Using literate programming notation in introductory programmingcourses. 267-272
  
• Cameron Browne, James Hogan, John Hynd:
  Prediction of student performance using neurocomputing techniques. 273-279
  
• A. J. Hurst:
  Literate programming as an aid to marking student assignments. 280-286
  
• Tamás D. Gedeon, G. A. Mann, W. H. Wilson, R. A. Bustos:
  Separation of basic competency acquisition from advanced material in teaching and assessment in an undergraduate computing subject. 287-294
  
• Tim Bell:
  An authentic task based computer literacy course. 295-301
  
• J. Ophel, I. Robinson:
  Integrating group and learning skills into a first-year computer science subject. 302-308
  
• John Lamp, Chris Keen, Cathy Urquhart:
  Integrating professional skills into the curriculum. 309-316
  
• Ian K. Allison, Peter Halstead:
  Teaching computer ethics: an alternative assessment approach. 317-322
  
• David Channon:
  A graphical restricted instructional programming environment. 323-330
  
• Chris Scogings:
  Robo Wars: a software environment to enhance learning of programming and language design concepts. 331-336
  
• Werner Winiwarter, Osami Kagawa, Shin'ichi Konomi, Yahiko Kambayashi:
  Collaborative hypermedia education with the VIENA classroom system. 337-343
  
• Anthony M. Sloane, Curtis E. Dyreson:
  An interactive self-paced learning environment for the World Wide Web. 344-351