Force-Directed Lombardi-Style Graph Drawing. - Roman Chernobelskiy; Kathryn I. Cunningham; Michael T. Goodrich; Stephen G. Kobourov; Lowell Trott (GD, 2011)

Spectral Clustering Strategies for Heterogeneous Disease Data. - Grace T. Huang; Kathryn I. Cunningham; Panayiotis V. Benos; Chakra S. Chennubhotla (Pacific Symposium on Biocomputing, 2013)

Using Tracing and Sketching to Solve Programming Problems: Replicating and Extending an Analysis of What Students Draw. - Kathryn I. Cunningham; Sarah Blanchard; Barbara Ericson; Mark Guzdial (ICER, 2017)

Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor's Degree in Computer Science. - Sathya Narayanan; Kathryn I. Cunningham; Sonia M. Arteaga; William J. Welch; Leslie Maxwell; Zechariah Chawinga; Bude Su (SIGCSE, 2018)

Novice Rationales for Sketching and Tracing, and How They Try to Avoid It. - Kathryn I. Cunningham; Shannon Ke; Mark Guzdial; Barbara Ericson (ITiCSE, 2019)

Avoiding the Turing Tarpit: Learning Conversational Programming by Starting from Code's Purpose. - Kathryn I. Cunningham; Barbara J. Ericson; Rahul Agrawal Bejarano; Mark Guzdial (CHI, 2021)

When Wrong is Right: The Instructional Power of Multiple Conceptions. - Lauren E. Margulieux; Paul Denny 001; Kathryn I. Cunningham; Michael Deutsch 003; R. Benjamin Shapiro (ICER, 2021)

Bringing "High-level" Down to Earth: Gaining Clarity in Conversational Programmer Learning Goals. - Kathryn I. Cunningham; Yike Qiao; Alex Feng; Eleanor O'Rourke (SIGCSE (1), 2022)

Preparing Computer Science Education PhD Students: Our Process. - Kathryn I. Cunningham; Colleen M. Lewis; Geoffrey L. Herman; Craig B. Zilles; Abdussalam Alawini (ICER (2), 2023)

Evaluating Beacons, the Role of Variables, Tracing, and Abstract Tracing for Teaching Novices to Understand Program Intent. - Mohammed Hassan; Kathryn I. Cunningham; Craig B. Zilles (ICER (1), 2023)

Towards Methods for Identifying High-Quality Domain-Specific Programming Plans. - Yoshee Jain; Kathryn I. Cunningham (ICER (2), 2023)

The Landscape of Computer Science Education Courses: A Syllabi Analysis. - Kathryn I. Cunningham; Miranda C. Parker; Jonathan Zhang (Koli Calling, 2023)

Reexamining Learning Curve Analysis in Programming Education: The Value of Many Small Problems. - Mehmet Arif Demirtas; Max Fowler; Kathryn I. Cunningham (EDM, 2024)

Validating, Refining, and Identifying Programming Plans Using Learning Curve Analysis on Code Writing Data. - Mehmet Arif Demirtas; Max Fowler; Nicole Hu; Kathryn I. Cunningham (ICER (1), 2024)

Profiling Conversational Programmers at University: Insights into their Motivations and Goals from a Broad Sample of Non-Majors. - Jinyoung Hur; Kathryn I. Cunningham (ICER (1), 2024)

Implementation of Split Deadlines in a Large CS1 Course. - Hongxuan Chen; Ang Li; Geoffrey Challen; Kathryn I. Cunningham (SIGCSE (1), 2024)

Challenges and Solutions for Teaching Decomposition and Planning Skills in CS1. - Eliane Stampfer Wiese; James Finnie-Ansley; Rodrigo Duran 001; Kathryn I. Cunningham; Mehmet Arif Demirtas (SIGCSE Virtual (2), 2024)

Generating Planning Feedback for Open-Ended Programming Exercises with LLMs. - Mehmet Arif Demirtas; Claire Zheng; Max Fowler; Kathryn I. Cunningham (AIED (2), 2025)

PLAID: Supporting Computing Instructors to Identify Domain-Specific Programming Plans at Scale. - Yoshee Jain; Mehmet Arif Demirtas; Kathryn I. Cunningham (CHI, 2025)

Detecting Programming Plans in Open-ended Code Submissions. - Mehmet Arif Demirtas; Claire Zheng; Kathryn I. Cunningham (SIGCSE (2), 2025)

Patterns of Major Switching and Persistence in Computing among Students with Disabilities. - Jinyoung Hur; Michael M. Kang; Kathryn I. Cunningham (SIGCSE (2), 2025)