Improving learning transfer from stencils-based tutorials. - Kyle J. Harms; Jordana H. Kerr; Caitlin Kelleher (IDC, 2011)

Designing a community to support long-term interest in programming for middle school children. - Kyle J. Harms; Jordana H. Kerr; Michelle Ichinco; Mark Santolucito; Alexis Chuck; Terian Koscik; Mary Chou; Caitlin Kelleher (IDC, 2012)

Automatically generating tutorials to enable middle school children to learn programming independently. - Kyle J. Harms; Dennis Cosgrove; Shannon Gray; Caitlin Kelleher (IDC, 2013)

Applying cognitive load theory to generate effective programming tutorials. - Kyle J. Harms (VL/HCC, 2013)

Blocks-based programming languages: simplifying programming for different audiences with different goals. - Paul Medlock-Walton; Kyle J. Harms; Eileen T. Kraemer; Karen Brennan; Daniel Wendel (SIGCSE, 2014)

Towards a programming environment that adaptively suggests examples and corresponding puzzles based on programmer skill. - Kyle J. Harms (VL/HCC, 2014)

Enabling independent learning of programming concepts through programming completion puzzles. - Kyle J. Harms; Noah Rowlett; Caitlin Kelleher (VL/HCC, 2015)

Distractors in Parsons Problems Decrease Learning Efficiency for Young Novice Programmers. - Kyle James Harms; Jason Chen; Caitlin L. Kelleher (ICER, 2016)

Learning programming from tutorials and code puzzles: Children's perceptions of value. - Kyle J. Harms; Evan Balzuweit; Jason Chen; Caitlin Kelleher (VL/HCC, 2016)

Towards Understanding Successful Novice Example Use in Blocks-Based Programming. - Michelle Ichinco; Kyle J. Harms; Caitlin Kelleher (J. Vis. Lang. Sentient Syst., 2017)

How We Did It: Integrating Inclusive Design across the Undergraduate Computer Science Curriculum. - Patricia Morreale; Margaret Burnett; Kyle J. Harms; Daehan Kwak (SIGCSE (2), 2025)