An introduction to computer science is supposed to teach problem solving and programming skills, but far too often only the latter is emphasized. One reason for this is the organization of texts by syntactic categories for a particular programming language. We report on an approach that uses concept expansion (expanding a concept from its simple form to more complex forms as needed to aid in problem solving) and level integration (combining several concepts at the same level of difficulty). Three detailed examples are given: flow of control, recursion, and information hiding. We have been using this approach at New Mexico State for the last two years and have found it to be helpful in restoring the intended balance between problem solving and acquiring programming skills.

Modula-2 has been adopted as the primary programming language at New Mexico State University. This paper discusses the reasons which led to this choice of a new primary programming language. It compares some of the features of Pascal, Modula-2 and Ada. It also gives the results of our implementation efforts.

A general iterative control structure with multiple exits and multiple retums to the beginning of the loop is described. The conditions causing these exits or returns must be declared and defined in a prologue to the loop in a manner which is similar to the declaration of variables at the beginning of a block. Also, actions prior to an exit or a return may be specified in an epilogue of the loop. The semantics of the structure are described informally and then formally by means of a Hoare type verification rule. Attributes of the structure and examples of its usage are given in the latter part of the paper.

At the Conference on Programming Methodology in January 1974 at Albuquerque, New Mexico Prof. Edsger Dijkstra described a method of program development in which the imperative form of a program is developed from the assertions which form the correctness proof. In other words the declarative (or non-procedural) aspect of an algorithm guides its implementation into an imperative (or procedural) form. While extremely exciting, this methodology is rather alien to those with traditional training in the imperative method of program development. Since this encompasses almost everyone including most instructors and students, a problem arises in introducing the methodology into the standard computer science curriculum. This paper describes our approach to the problem at New Mexico State and the results.

The organization of the computer science curriculum to adequately meet the service needs of other departments while still providing a reasonable program for majors is at best difficult, but is especially difficult within the economic constraints of relatively small universities. This paper contains some thoughts on this difficulty, beginning with an attempt to delineate the service needs and the associated problem areas and then making some rather general curricular recommendations for introductory service courses. Finally, experience with one of the most important recommendations is discussed in detail in the hope that it will form some sort of crude model for other developments.

Two questions perpetually arising within Computer Science Departments are (1) whether or not the programming languages stressed in the academic programs are appropriate and (2) whether the correct emphasis is being placed on one language as opposed to another. In particular, one always wonders if any emerging and promising language is receiving enough attention. Attempts at answering such questions seem to provide quite suitable vehicles for student involvement in curriculum development and so recently at New Mexico State University a combined faculty-graduate student study was made for one important appropriate language, PL/I.