Eugene Wallingford

Using C++ in CS1/CS2

Statement from Michael Berman: We started using C++ in CS2 in Fall 1993. In Fall 1994 we will start using C++ in our CS 1 class. Our motivation for using C++ came from several directions. First, we use C in advanced courses, and needed a better place in the curriculum to introduce C (or, better, C++). Second, we wanted a language that could fully support implementation of abstract data types and OOP. Third, external forces (employers, MIS department, and a future Engineering School) pointed towards C++. There’s no time in CS UCS2 to learn everything about C++, but I don’t think you need to. Ideally, the relevant features are covered as they are needed. I am developing a CS2 textbook based on this approach. Introducing features in this way is nearly impossible in C, but is actually easier in C++ because pre-written classes can be used to hide some of the complexity of the language.

Teaching polymorphism early

Is it possible to teach dynamic polymorphism early? What techniques could facilitate teaching it in Java. This panel will bring together people who have considered this question and attempted to implement it in various ways, some more completely than others. It will also give participants an opportunity to explore the topic and to share their own ideas.

On the relationship between knowledge-based systems theory and application programs: leveraging task specific approaches

The relationship between theories of knowledge-based problem solving and application-level programs is not well understood. The traditional view has been that given some knowledge-based systems theory, a successful application program built following the theory provides strong support for the theory. This viewpoint fails largely because the link between theory and application is totally through the human implementer of the application program. Insight for how to cope with this problem can be obtained from the Knowledge Level Hypothesis (KLH) of Newell. But in order for the KLH to be helpful, we must extend it to incorporate concepts of control knowledge. After describing the theory/application linkage problem, we go on to give an overview of the task specific approaches to knowledge-based system. We then discuss both Newell’s KLH and an extension to it that will help in solving the AI Theory/AI application linkage problem. We end with the recommendation that knowledge-based systems theory could be grouped with those disciplines in which theory verification by experimental inquiry is the norm.

Pattern-based programming in initial instruction (seminar)

Pattern-Based Programming Instruction (PBPI) is a theory-based approach to teaching programming that focusses on the nature of programming problems and their solutions rather than on the syntax and semantics of a language. Using PBPI encourages students to write good code; provides students with building blocks for designing larger programs; and allows instructors to teach programming process rather than language details.

Test-first pair-programming tutorial

This hands-on tutorial covers two practices of Extreme Programming (XP): Test-First programming and Test-Driven Development. It focuses on the deeper aspects of these practices, including how they affect productivity.