2. ACSE 1997: Melbourne, Victoria, Australia

• Janet Verblya:
  The web with relevance. 1-6
  
• Wayne Brookes, Jadwiga Indulska:
  Teaching internet literacy to a large and diverse audience. 7-15
  
• Chris R. Jesshope:
  Web based teaching: a minimalist approach. 16-23
  
• Michael Houle, Simon:
  Social and ethical education in computing using virtual environments. 24-31
  
• Piyush Maheshwari:
  Teaching programming paradigms and languages for qualitative learning. 32-39
  
• Anders Berglund, Mats Daniels, Vicki L. Almstrum:
  A smorgasbord of pedagogical dishes. 40-46
  
• Tony Greening:
  Paradigms for educational research in computer science. 47-51
  
• Richard J. Whiddett, Jocelyn A. Handy, J. L. Pastor:
  Integrating case studies and projects in IS management education. 52-58
  
• David A. Carrington:
  Teaching software testing. 59-64
  
• Roger Duke:
  In search of the inverse curriculum. 65-70
  
• Robert Biddle, Ewan D. Tempero:
  Explaining issues in software reusability via an audio system analogy. 71-77
  
• Linda Stern, Leon Sterling:
  Teaching AI algorithms using animations reinforced by interactive exercises. 78-83
  
• Ann E. Nicholson, K. M. Fraser:
  Methodologies for teaching new programming languages: a case study teaching LISP. 84-90
  
• G. Joy Teague:
  A structured review of reasons for the underrepresentation of women in computing. 91-98
  
• Shereef Abu Al-Maati, William D. Shoaff:
  Integrating literate programming and cleanroom software engineering to teach software engineering skills. 99-106
  
• Andy Cockburn, Neville Churcher:
  Towards literate tools for novice programmers. 107-116
  
• Andrew Hussey, David Leadbetter, Helen C. Purchase:
  Learning object-oriented programming in six hours: an experience with school students. 117-125
  
• Helen C. Purchase, Andrew Hussey, Wayne Brookes, David Leadbetter:
  Fostering interest in information technology: running a vacation school for pre-University students. 126-134
  
• Michael Turk:
  Introducing object orientation to experienced procedural programmers. 135-140
  
• Angela Carbone:
  A first year advanced students' project scheme. 141-148
  
• Binh Pham:
  The changing curriculum of computing and information technology in Australia. 149-154
  
• Richard Buckland:
  Can we improve teaching in computer science by looking at how English Is Taugh? 155-162
  
• Neville Churcher, Andy Cockburn:
  An immersion model for software engineering projects. 163-169
  
• John C. Grundy:
  A comparative analysis of design principles for project-based IT courses. 170-177
  
• Peter Summons, Jo Coldwell, Christine Bruff, Frans Henskens:
  Automated assessment and marking of spreadsheet concepts. 178-184
  
• Kathryn Crawford, Alan Fekete:
  What do exam results really measure? 185-190
  
• Lawrence Cavedon, James Harland, Lin Padgham:
  Problem based learning with technological support in an AI subject: description and evaluation. 191-200
  
• Tony Greening, Judy Kay, Jeffrey H. Kingston, Kathryn Crawford:
  Results of a PBL trial in first-year computer science. 201-206
  
• Allan G. Bromley:
  Hardware experiments with CISC and RISC computer architectures. 207-215
  
• John Rosenberg, Michael Kölling:
  I/O considered harmful (at least for the first few weeks). 216-223
  
• R. Kearns, Stephen Shead, Alan Fekete:
  A teaching system for SQL. 224-231
  

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