James Caristi

Teaching software development methods: the case of extreme programming

This panel addresses the teaching of software development methods in undergraduate computer science and software engineering programs. Specifically, the panel focuses on the teaching of Extreme Programming (XP), which is one of the agile software development methods that have received much attention in the last decade. Following its origins in the industrial sector, XP has been explored in computer science and software engineering education, especially in educator symposiums that have been instituted in conferences on agile methods (e.g., [2]). This panel aims at discussing, together with the SIGCSE community, why and how to teach software development methods in general and XP in particular. Since the teaching of XP is discussed in this panel with respect to different courses, we believe that the panel is relevant for all SIGCSE members.

FIXED POINT THEORY AND INWARDNESS CONDITIONS

Publisher Summary This chapter describes fixed point theory and inwardness conditions. Integral operators resulting from differential equations cannot be expected to have images that are always contained in their domains. Hence, the hypotheses of many fixed point theorems include assumptions guaranteeing that the image and domain of the operators have enough in common. An inwardness condition is one which asserts that, in some sense, points from the domain are mapped toward the domain. For a mapping T that maps K into a larger space X, it is sometimes assumed that T takes the boundary of K back into K. The weakly inward mappings seem to be significantly more difficult to manage than inward mappings.

Agile development in computer science education: practices and prognosis

Agile approaches to software development share a particular set of values [2,4]: Individuals and interactions over processes and tools. Working software over comprehensive documentation. Customer collaboration over contract negotiation. Responding to change over following a plan.Many agile methodologies were developed in response to so-called disciplined methodologies that emphasize detailed documentation and formal processes, and that are often associated with ISO compliance or the CMM. However, there is growing recognition that both agile and disciplined approaches have advantages, and that often a combination can be very effective [1].Many faculty are exploring and experimenting with ways to integrate agile concepts and practices into academic programs in areas such as computer science, software engineering, and information systems. This special session will help us work together in agile ways to better understand the importance and role(s) of agile concepts and practices, successful ways to incorporate them in academic settings, potential pitfalls, and key questions that should be explored further. We want to gather input from a wide range of people in different sub-disciplines and programs.We will begin with a very brief overview of agile concepts and practices, followed by brief statements from each of the five speakers, to give other participants a sense of the range of possibilities (25 min). Next, we will poll participants to identify a set of topics within agility that they want to discuss further (5 min). Participants will then gather into subgroups for each topic, and each subgroup will identify best practices, interesting ideas, and open questions for that topic (30-35 min). Each subgroup will then give a brief report to the entire group, and we will conclude with a few minutes of general discussion (10-15 min).

Simulation of epiphytic bacterial growth under field conditions

A model of the growth of bacteria on leaf surfaces was developed using a combined continuous and discrete simulation ap proach. It is important to understand the population dynamics of these bacteria under field conditions because of their role in causing disease and frost damage to plants, and their potential as biological control agents and enhancers of precipitation. The model incorporates many of the necessary field variables, and is designed to be part of a larger ecological model involving arrivals and departures, inimical organisms, and involvement in atmospheric processes. Historical validation indicates a reasonable correlation between predicted and observed population levels in the field. Analysis of simulation results suggests an explanation for the observed lognormal distribution of bacteria in the simuland.

Assessment in computer science (abstract)

This report was prepared by Tony Schwartz, Associate Director for Collection Management, with Patricia Pereira-Pujol, Sciences Librarian. Conference Proceedings FIU has access to the following online series that include conference proceedings: Association for Computing Machinery Digital Library; IEEE/IET Electronic Library; and Springer Lecture Notes in Computer Science, including the subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics.

Starting a computational science program

It is evident from the recent discussions about computational thinking and the number of papers, panels and birds-of-a-feather sessions at the 2010 SIGCSE Symposium that there is not only a deep connection between computer science and many other disciplines, especially in the sciences, but also a desire to think of computation as an equal partner with experimentation and theory in the solution of science problems. As David Hemmendinger said in a thought piece that appeared recently in ACM Inroads: “Teaching computational thinking [to students in disciplines other than computer science] ... is to teach them how to think like an economist, a physicist, an artist, and to understand how to use computation to solve their problems, to create, and to discover new questions that can be fruitfully explored.” [1].

Alice Frenzy: an interactive group activity

Participants will be given 15 minutes of instruction on programming in Alice. Then, working in small groups, participants will attempt to develop a program in 30 minutes from one of several given starting scenarios.

Perfect Harmony: Team Teaching Computing & Music

One of the ways to attract a more diverse group of students to computer science is by offering courses that are interdisciplinary. Some of the first examples of this combined multimedia with programming. There are many more possibilities, but as computer scientists, we often do not have the domain knowledge to teach these courses alone. Team teaching offers a solution to this dilemma. The goal of this panel is to present some of the problems we have encountered and to discuss some of the solutions.

Transitioning to an objects-early three-course introductory sequence: issues and experiences

CC2001 proposes a three course introductory sequence and encourages faculty to experiment on what the appropriate content of this sequence ought to be. This session will present early results from several universities that have begun the transition to a threecourse objects-first introductory sequence. The participants in the session represent unique points of view, with slightly different approaches to the content and implementation of this sequence. The session will present the results of a survey conducted before the SIGCSE conference, followed by a brief presentation highlighting the participants’ unique contributions, and time for audience participation. We will write a progress report with the results of the session and submit it to Inroads and will organize a special issue of JERIC to disseminate the variety of approaches and evaluations done in the three-course sequence.

Survivor: getting through that class the first time

All that good advice seems to go “out the window” when faced with the prospect of teaching a given course for the first time. It’s extremely hard to decide on objectives of the course when one is unfamiliar with how students will embrace the course material, or perhaps personally uncertain of the material to be covered. And, in a rapidly-changing field, “teaching the new course” is likely to remain a common experience among computing educators.