Successful software engineering requires experience and acknowledgment of complexity, including that which leads designers to recognize ambiguity within the software design description itself. We report on a study of 21 post-secondary institutions from the USA, UK, Sweden, and New Zealand. First competency and graduating students as well as educators were asked to perform a software design task. We found that as students go from first competency to graduating seniors they tend to recognize ambiguities in under-specified problems. Additionally, participants who recognized ambiguity addressed more requirements of the design.

Jeroo is a tool that has been developed to help students in beginning programming courses learn the semantics of fundamental control structures, learn the basic notions of using objects to solve problems, and learn to write methods that support a functional decomposition of the task. Jeroo is similar to Karel the Robot and its descendants, but has a narrower scope than Karel's descendants and has a syntax that provides a smoother transition to either Java or C++. Jeroo has been class tested at Northwest Missouri State University, and has proven to be an effective tool for working with students in a beginning programming class. Jeroo and user documentation are available at http://www.nwmissouri.edu/~sanders/Jeroo/Jeroo.html.

This panel reflects the experiences of several faculty who each use a different Java Interactive Development Environment (IDE). Panelists will discuss the salient features of the IDEs that are used at their particular institutions. Each panelist will discuss system requirements, ease of installation, strengths and weaknesses of each IDE and pointers for successful adaptation to the classroom.

No abstract available.

No abstract available.

Article Free Access Share on Data parallel programming: a transition from serial to parallel computing Authors: Janet Hartman United States Air Force Academy United States Air Force AcademyView Profile , Dean Sanders Illinois State University Illinois State UniversityView Profile Authors Info & Claims SIGCSE '93: Proceedings of the twenty-fourth SIGCSE technical symposium on Computer science educationApril 1993 Pages 96–100https://doi.org/10.1145/169070.169357Published:01 March 1993Publication History 7citation283DownloadsMetricsTotal Citations7Total Downloads283Last 12 Months19Last 6 weeks2 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

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article Free AccessGetting started with parallel programming Authors: Dean Sanders Applied Computer Science Department, Illinois State University, Normal, IL Applied Computer Science Department, Illinois State University, Normal, ILView Profile , Janet Hartman Applied Computer Science Department, Illinois State University, Normal, IL Applied Computer Science Department, Illinois State University, Normal, ILView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 22Issue 1Feb. 1990 pp 86–88https://doi.org/10.1145/319059.319092Published:01 February 1990Publication History 7citation241DownloadsMetricsTotal Citations7Total Downloads241Last 12 Months30Last 6 weeks2 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

Measuring the quality of programs is commonly discussed at widespread intervals in the computer science curriculum. Because discussions of quality are fragmented, the students do not develop a set of criteria by which they can evaluate the quality of a program. Since an assessment of quality must depend on the specifications that are set forth before the programming begins, it is important for students to be aware of the various criteria by which a program can be evaluated. Various measures of quality can be introduced in the CS2 course. These include evaluating the utilization of resources by a program, evaluating the correctness of the program and examining various human factors associated with program development and maintenance. Students should be provided with activities which allow them to explore and practice using thecriteria for evaluation in each context. Ultimately the development of skills in evaluating program quality will make students more effective programmers.

Evaluating individual students is especially difficult in a Directed Project course because the content is dictated by the projects rather than by a fixed syllabus. By merging the evaluation process with the project management tasks, and by using prepared checklists for peer, task, and meeting evaluations, students working in a group may be evaluated as individuals and the same grading criteria may be applied to all students even though they are working on different projects.

A modified set of Jackson diagrams together with a classification scheme is proposed as a means for unifying the study of data structures. The diagrams have proven to be very useful for presenting complex concepts and relationships.