CS2013-final-report

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What is the format of the course Colorado State University uses a semester system: this course is 15 weeks long with 2 one and a half hour of lectures per week and 1 weekly recitation section (4 total contact hours / week, for approximately 60 total hours not counting the final exam). There is a 16 th week for final exams. In the past this course has been only on campus, but starting in Spring 2013 we are providing it as a blended on campus and online course. How are students assessed There are 7 programming assignments and 4 written homeworks, which together constitute 50% of the course grade. The programming assignments lead the students through the iterative development of a compiler written in Java that translates a subset of Java to AVR assembly code. The AVR assembly code is then assembled and linked with the avr-gcc tool chain to run on Meggy Jr game devices. The process is iterative in that the first programming assignment that starts building the compiler results in a compiler that can generate the AVR code for the setPixel() call; therefore students can write MeggyJava programs that draw 8x8 pictures on their devices. Later assignments incrementally add features to the MeggyJava language and data structures such as abstract syntax trees to the compiler. We also have a simulator available at http://code.google.com/p/mjsim/ to enable debugging of the generated AVR code and for grading purposes. Students start doing their programming assignments individually, but are then encouraged to work as programming pairs. We expect students to spend approximately 8-12 hours each week outside of the classroom on the course. Course textbooks and materials Lecture notes written by the instructor and materials available online largely replace a textbook, though for additional resources, we recommend Modern Compiler Implementation in Java (Second Edition) by Andrew Appel, Cambridge, 2002. Additionally we provide the students with a link and reading assignments for a free online book Basics in Compiler Design by Torben Mogensen. The lecture notes are available at the webpage provided above. Why do you teach the course this way We view the compiler course as bringing together many theoretical and practical skills from previous courses and enabling the students to use these skills within the context of a full semester project. The key elements of this course are the approach to iterative compiler development, the emphasis on many software development tools such as debuggers, revision control, etc., and mapping a high level programming language, Java, to a popular assembly language for embedded systems. All of these elements are new editions to the compiler course in our department and have been incorporated into the course since 2007. In general the move to targeting an active assembly language AVR that operates on a game device Meggy Jr has been more popular with the students than the previous targets of C and then MIPS. This course is an elective and students do consider it to be challenging. Many students discuss the compiler developed in this course with potential employers. Additionally graduates report that understanding how a language maps to assembly helps their debugging skills after starting positions in industry after their degree. Body of Knowledge coverage KA Knowledge Unit Topics Covered Hours AL Basic Automata Computability and Complexity Finite state machines, regular expressions, and context free grammars 2 AL Advanced Automata Computability and Complexity NFAs, DFAs, their equivalence, and push-down automata. 2 PL Event Driven and Reactive Programming Programming the Meggy Jr game device. 3 PL Program Representation All 1 - 349 -
PL Language Translation and Execution All except tail calls, closures, and garbage collection 6 PL Syntax Analysis All 8 PL Compiler Semantic Analysis All 5 PL Code Generation All 6 PL Runtime Systems All 4 PL Static Analysis Data-flow analysis for register allocation 3 PL Language Pragmatics All except lazy versus eager 2 SE Software Verification and Validation Test-driven development and regression testing 4 SE Software Design Use of the visitor design pattern 2 SE Software Processes All Core 1 and Core 2 topics 2 Additional topics • Iterative compiler development instead of the monolithic phase based approach (lexer, parser, type checker, code generator). • Revision control Other comments: None - 350 -
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Computer Science Curricula 2013 Cur
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Computer Science Curricula 2013 Cop
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CS2013 Steering Committee ACM Deleg
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Chapter 5: Introductory Courses ...
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CC152: Computer Architecture and En
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Programming Languages and Technique
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Chapter 1: Introduction ACM and IEE
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KA subcommittee Chairs (as members
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Knowledge Areas The CS2013 Body of
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of the implications of social respo
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Manaris (College of Charleston), Sa
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Chapter 2: Principles Early in its
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novel, interesting, and effective w
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Appreciation of the interplay betwe
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to be able to communicate with, and
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● The learning outcomes and hour
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● Many strong computer-science cu
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include appropriate elective materi
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We use three levels of mastery, def
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Parallel and Distributed Computing
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select topics from Tier-2 (to inclu
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common“CS0” courses: precursor
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Tradeoffs: A programming-focused in
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Parallel Processing Traditionally,
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Chapter 6: Institutional Challenges
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Computer Science Across Campus An a
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programs do not have an explicit li
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accessible, building interdisciplin
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provide for assessing the effective
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AL. Algorithms and Complexity (19 C
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[Core-Tier2] 7. Describe various he
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Learning Outcomes: 1. Define the cl
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Architecture and Organization (AR)
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7. Evaluate the functional and timi
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AR/Interfacing and Communication [1
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Computational Science (CN) Computat
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CN/Introduction to Modeling and Sim
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CN/Processing [Elective] The proces
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CN/Data, Information, and Knowledge
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Discrete Structures (DS) Discrete s
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DS/Basic Logic [9 Core-Tier1 hours]
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DS/Graphs and Trees [3 Core-Tier1 h
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Graphics and Visualization (GV) Com
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GV/Fundamental Concepts [2 Core-Tie
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GV/Geometric Modeling [Elective] To
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GV/Visualization [Elective] Visuali
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HCI/Foundations [4 Core-Tier1 hours
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HCI/User-Centered Design and Testin
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Learning Outcomes: 1. Explain basic
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o Game engines o Mobile augmented r
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IAS. Information Assurance and Secu
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OS/Concurrency 1.5 OS/Scheduling an
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SP/Social Context 0.5 SP/Analytical
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11. Discuss the importance of usabi
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Learning outcomes: [Core-Tier2] 1.
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Learning outcomes: 1. Describe the
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Information Management (IM) Informa
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• Design of core DBMS functions (
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3. Demonstrate use of the relationa
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IM/Physical Database Design [Electi
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• Presentation, rendering, synchr
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IS/Fundamental Issues [1 Core-Tier2
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4. Describe over-fitting in the con
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IS/Agents [Elective] Cross-referenc
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Learning Outcomes: 1. Explain the d
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Networking and Communication (NC) T
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NC/Networked Applications [1.5 Core
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NC/Social Networking [Elective] Top
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OS/Overview of Operating Systems [2
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OS/Memory Management [3 Core-Tier2
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OS/File Systems [Elective] Topics:
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Platform-Based Development (PBD) Pl
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Learning Outcomes: 1. Design and im
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Because the terminology of parallel
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PD/Parallelism Fundamentals [2 Core
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• Topologies o Interconnects o Cl
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o Software as a service o Security
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PL. Programming Languages (8 Core-T
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PL/Functional Programming [3 Core-T
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o o o Enforce invariants during cod
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PL/Compiler Semantic Analysis [Elec
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• Metaprogramming: Macros, Genera
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PL/Language Pragmatics [Elective] T
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emphasize formal analysis (e.g., Bi
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Learning Outcomes: 1. Analyze and e
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Software Engineering (SE) In every
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such system are assigned to the cor
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Learning Outcomes: [Core-Tier1] 1.
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SE/Tools and Environments [2 Core-T
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SE/Software Design [3 Core-Tier1 ho
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[Elective] • Potential security p
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o o o o Code segments Libraries and
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Systems Fundamentals (SF) The under
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2. Describe how hardware, VM, OS, a
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2. Describe the scheduling algorith
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Social Issues and Professional Prac
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understanding of our commitment to
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Learning Outcomes: 1. Evaluate stak
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Learning Outcomes: [Core-Tier1] 1.
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[Elective] 8. Discuss ways to influ
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• Differences in access to comput
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Appendix B: Migrating to CS2013 A g
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and are treated as a topic geared t
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GV The storage of analog signals in
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SDF This new knowledge area pulls t
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Table B-3: Core Learning Topics and
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Table B-4: New and Expanded Core Le
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IAS Core-Tier1: • Analyze the tra
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IS NC Core-Tier2: • Translate a n
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• Describe at least one design te
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• Explain why the creation of cor
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• Use refactoring in the process
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• Apply simple algorithms for exp
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Appendix C: Course Exemplars While
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IS U. San Francisco Artificial Inte
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ACM/IEEE-CS CS2013 Course-Exemplar
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CSCI 140: Algorithms, Pomona Colleg
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AL PD advanced data structures algo
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What is the format of the course Th
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CS 256 Algorithm Design and Analysi
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and other applications including Ba
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• Data races and higher-level rac
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CS/ECE 552: Introduction to Compute
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Body of Knowledge coverage KA Knowl
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AR Assembly Level Machine Organizat
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Altruism/Collaboration/Competition,
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everyday lives, and therefore at le
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COSC/MATH 201: Modeling and Simulat
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ehaviors, simplifying assumptions;
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MAT 267: Discrete Mathematics, Unio
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Identify a problem and analyze it i
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CS109 covers: • Counting • Comb
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CS 250 - Discrete Structures I, Por
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CS 251 - Discrete Structures II, Po
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DS Graphs and Trees Tree, tree trav
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The course gives an overview to a v
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CS371: Computer Graphics, Williams
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Texture mapping, including minifica
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Other materials are: R and RStudio
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3. Assignment (20% + 10%) Due in we
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CO328: Human Computer Interaction,
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Human Computer Interaction, Univers
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Human-Computer Interaction, Stanfor
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Human Information Processing (HIP),
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Software and Interface Design, Univ
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Computer Systems Security (CS-475),
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Page 302 and 303: Ullman and Widom, 2 nd edition, Pre
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Page 334 and 335: Assignment Five: Memory management
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Page 342 and 343: Parallel Programming Principle and
Page 344 and 345: PD Parallel Algorithms, Analysis, a
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Page 356 and 357: CSCI 434T: Compiler Design, William
Page 358 and 359: AR Machine-level representation of
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Page 364 and 365: COMP 412: Topics in Compiler Constr
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Page 372 and 373: CSC 2/454: Programming Language Des
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Page 386 and 387: PL Event-driven and Reactive Progra
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Page 394 and 395: Introduction to Computer Science, H
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Finally, the design process from
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documentation activity that occurs
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Why do you teach the course this wa
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SE Software Validation and Verifica
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Cloud computing and the shift in th
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SE-2890 Software Engineering Practi
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Software Development, Quinnipiac Un
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• Networking subsystem focusing o
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SF Input/output Programmed data tra
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◦ C preprocessors, multifile prog
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Ethics in Technology (IFSM304), Uni
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Analyze basic logical fallacies in
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Specific topics include: • Capaci
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Additional topics The sustainabilit
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How are students assessed The basic
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Ethics & the Information Age (CSI 1
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SP Intellectual Property Overview a
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privacy. Students are asked to shar
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The Digital Age, Grinnell College G
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AR Digital logic and digital system
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COS 126: General Computer Science,
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Prospective computer science majors
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CSCI 0190: Accelerated Introduction
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An Overview of the Two-Course Intro
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Course textbooks and materials Free
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programming (scripting) is covered
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One way to document this spiral app
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3. Data types and structures 1. pri
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◦ Comparison of results for small
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Appendix D: Curricular Exemplars Th
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Bluegrass Community and Technical C
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Knowledge Units in a Typical Major
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Notation: < 25% of KU covered # 25-
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Appendix: Information on Individual
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Curricular Analysis The Knowledge U
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management, the Internet, e-mail, t
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Mathematical Foundations (two desig
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Multi-paradigm, Introductory Sequen
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Additional Comments Although the ex
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CSC 312 - Implementation of Program
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• Biocomputation • Unspecialize
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Additional Comments We instituted a
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CS 145: Introduction to Databases T
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Williams College Department of Comp
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Possible Curricular Revisions Note
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CSCI 237 - Computer Organization Th
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surface scattering functions, binar
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A Cooperative Project of
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