Welcome to the Programming Stream Group at the School of Information and Communications Technology

Redirect to Curriculum Review 2012 Overview Page

Introduction

This wiki describes curriculum developments within the programming stream at the School of Information and Communications Technology

The scope of the currently active projects is driven by
- the general need to train professional programmers for direct entry into the workplace
- the growing knowledge-based industries
  - digital game programming industry
  - open source communities for software developers
  - emergence of parallel computing
The information reported here is being provided to
- inform faculty members of the status quo
- solicit comments and criticisms from faculty

What can I do right now?

add your name to the list of active members and identify your interest here
add your project(s) to the list of projects under development here if you have any
- create your own project page describing your own contributions
- add descriptions of your project(s) in detail to this wiki along with current status
- list the work that remains to be done
add any testimonials you have received here
add information to any section of this wiki - quotes, data, testimonials, suggestions

Curriculum Development (2012, 2013, 2014)

The principal objectives of 2012's development were

to align the programming stream courses with the C11 and C++11 standards
to address the success rate of first semester students in the CPA program
to move towards alignment with Java courses

The principal objectives of 2013's development were

to complete the alignment of the programming stream courses with the C11 and C++11 standards
to address the wide variation amongst faculty regarding the texts and web-sites developed by Chris S

The principal objectives of 2014's development are

determine the content of 344/300 to be rolled out in the fall semester
align 344/300 with successor courses and professional options to maximize the student success rates in the latter courses

Initially Resolved Issues

Cathy L, Danny A, Don F, Ron T, Ian T, Mary Lynn M, Chris S present

Data Representation is now fully covered in ULI101
OOP344 will be compulsory in CPA/CPAC from Fall 2013
OOP344 and BAC344 are still optional in CPD

Course Specific

IPC144/BTP100

https://scs.senecac.on.ca/~ipc144/
https://scs.senecac.on.ca/~btp100/
web site, workshops, and exercises have been completed by Chris S
2012 C11 agreed (see below) changes have been incorporated by Chris S
Cathy L found Chris S' timeline left enough time to cover everything with time left over for review and sick days
adding recursion was raised by several faculty last month - Cathy L and Danny A said that they cover it in detail in DSA555/BTP500 - the meeting decided to exclude this topic from the notes, web sites and subject outline but nevertheless leave instructors free to introduce it in 1st semester
Cathy L does not like the new web site notes
Cathy L has setup a wiki for faculty to collaborate on making their own notes as an alternative to Chris S' notes
Cathy L has started uploading Evan W's notes to the wiki

Chris S has added on each page of the web site a link to Cathy L's wiki on matrix
Cathy L noted that not all faculty covered the agreed changes this semester
Sorry I missed the meeting. Anyway FWIW I think we should add more content to IPC144 - such as structs malloc and all operators including bitwise. Just my 2¢....Selmys
Cathy L wanted to add structs also
Chris S produced a pdf that can be printed as a text to be sold in the Bookstore
full changes and the new text are being introduced in Fall 2013
Cathy L has developed videos up to selection constructs

OOP244/BTP200

https://scs.senecac.on.ca/~oop244/pages.141/content/index.html
Working Draft of the Standard (n3337)
structs removed to IPC144/BTP100
auto added
nullptr replaces NULL
keywords filled in
first draft completed including file objects, function templates and abstract base classes
standards history brought up to date
a few more diagrams added
outcomes and quotes reviewed
Danny A disagreed to adding abstract base classes, function templates and file objects and voiced his concern that there was barely enough time to introduce inheritance - although there was no consensus reached on this point, Chris S will move forward with the additions and we will see what happens
Sorry I am late to respond, generally I agree we should follow Chris S notes and I would like encourage newer practices found in C11 for IPC144/OOP344, and in C++0x for OOP244/OOP344. This means stuff like using auto to let compiler decipher type, nullptr to initialize pointers. Students should also learn how to debug programs that are not working based on error messages from compiler, crashes, incorrect programming practices. Making a mistake is ok but repeatedly not initializing pointers, local variables, etc. is a common reason for frustration. Just my thoughts - MF

Issues Raised and Resolved - First Draft

method or member functions - revert to member functions for C++
start with using namespace std; and cout - then switch to std::cout once header file requires iostream - header file should not include using namespace std
unit tests - two sections added - in Modular Programming (week 1) - in Abstract Base Classes (week 11)

Issues Raised and Resolved - Final Draft

optional sections for 244 decided
copy ctors and = ops moved just after Current Object
virtual functions and abstract base classes moved ahead of templates
appendix on library functions added

OOP344/BTP300

Gathering requests to be considered for inclusion in 344/300 until Feb 21 2014
Requests will be classed under 3 categories - mandatory, optional, excluded
Discussions on requested items closing date April 4

Proposed Learning Outcomes

aligned with C# and Java follow up courses - deadline for feedback Feb 28

describe and implement inheritance using abstract base classes, interfaces, and multiple base classes
describe and implement polymorphism using templates and virtual functions
describe and implement data management using linked lists
apply established algorithms to programming solutions using standard libraries
describe separation of concerns using patterns, encapsulation, and closures
describe and implement programming solutions for multi-processor hardware using multi-threading
describe and implement persistent storage of objects using file streams

this initial draft was accepted in principle by the program coordinators

no feedback received from faculty regarding scope by the Feb 28 deadline

feedback from new hires on the phrasing itself

CAE has strong opinions about the structure of learning outcomes, which are incompatible with the outcomes pr4oposed above

second draft in response

implement/demonstrate inheritance relationships between objects using abstract base classes, interfaces, and multiple base classes
implement/demonstrate polymorphic types using virtual functions and templates
implement/demonstrate separation of concerns in object design using encapsulation, closures, and patterns
implement multi-threaded solutions for multi-processor hardware using pThreads
implement persistent storage of objects using file streams
implement memory management using dynamic allocation and linked lists
apply established algorithms to programming solutions using standard libraries

CMS subsequently found and distributed the following article by the ITiCSE Workgroup, which speaks to the uniqueness of computer science education with respect to generic educational taxonomies

Developing a Computer-Science-specific Learning Taxonomy

March 5 2014

Pre-Meeting Notes

preliminary stats results under old curriculum:
- students in MAP523, DSA555 and GPU610 tend to do poorly relative to their performance in OOP344
- students in other pro options tend to do better than they did in OOP344
faculty meeting scheduled for March 5 to review current state and steps forward

Attendance 3 Sessions 10:00-11:35, 11:40-13:30, 14:00-15:00

Cathy Leung, Elliott Coleshill, Peter McIntyre, Mark Fernandes, Ian Tipson, Marcel Silva, Danny Abesdris, John Selmys, Andrew Smith, Sunny Shi, Peter Liu, Chris Szalwinski

General Topics Discussed

IPC144 - CL - we should compress the list of topics covered in depth by all instructors in the course - CS asked CL to create a list of the key topics (variables, control flow, pointers, functions, arrays, structs, files) - CL students should be directed to other topics without spending too much time
IPC144/BTP100 - JS, AS, IT, CS - malloc and free should be introduced in IPC144/BTP100 - would precede new and delete in second semester and set a better groundwork for understanding memory management and manipulation in third semester
OOP244/BTP200 - Test 1 results show good distribution of grades - problem with high DNAs needs to be investigated
ICA - CL - a non-credit pre-course should be created for students to learn basic tools and skills such as git at their own discretion - no objections
CDOT - MF, CS, IT - skills specifically required for working in CDOT should be taught separately in a non-credit course run and taught by CDOT faculty - students who wish to work in CDOT should be encouraged to take these courses to improve their chances of getting hired at CDOT (no objection)
Best Practices - DA, IT - a set of best teaching practices should be collected to assist faculty in the programming courses
Fresh Assignments - CL, IT, MF - a culture of creating fresh assignments should encouraged - many faculty simply recycle old assignments (no objections, some skepticism)
Stacked Assignments - IT, CL - students who have not completed one part of a stacked assignment should receive an object version of that assignment so as not to be held back relative to other students in the class
Content Heavy - DA - DA noted that programming courses are still content heavy
unit testing - AS - should be introduced gradually - several standard tools are available

Data Management - MF, EC - students have very little understanding of memory - this needs to be improved

OOP344/BTP300

Outcomes discussed:

comfort with inheritance (abstract base classes, multiple inheritance), polymorphism (interfaces, virtual functions, templates), data management, data structures (linked lists and multi-dimensional arrays), standard template library, function objects, lambda expressions, collections of objects and containers, file streams
remove cross-platform coding, variadic functions
develop new assignments

Phrasing Outcomes: what is to be assessed must be clear (CS). Students learn Computer Science through thorough mastery of progressively more abstract schemas built on more fundamental ones (CS)

Learning Taxonomy

Third Draft Learning Outcomes

synthesis of input and exclusions recommended to March 11 2014:

model collections of objects using sequential containers
implement allocation, access and deallocation of dynamic memory using multi-dimensional arrays and linked lists of objects
model the hiding of information using function objects and closures
model generalization and specialization of object properties using inheritance hierarchies, which include both single and multiple base classes
implement polymorphic types using interfaces, virtual functions and templates (generics)
implement solution artifacts using algorithms from the standard template library
implement asynchronous execution within programming solutions using multi-threading
implement persistent storage of objects and collections of objects using file stream objects

Fourth Draft Learning Outcomes

feedback: may have too many outcomes to cover (content bloat) - MF

revision to reduce the number of topics that must be tested (March 14 2014):

OOP344:

model collections of objects using sequential containers, multi-dimensional arrays and linked lists
model the hiding of information using function objects and closures
model generalization and specialization of object properties using inheritance hierarchies
model polymorphic types using interfaces, virtual functions and templates (generics)
implement solution artifacts using algorithms from the standard template library
implement asynchronous execution within programming solutions using multi-threading

BTP300:

model collections of objects using sequential containers, multi-dimensional arrays and linked lists
model the hiding of information using function objects and closures
model generalization and specialization of object properties using inheritance hierarchies, including single and multiple base classes
model polymorphic types using interfaces, virtual functions and templates (generics)
implement solution artifacts using algorithms from the standard template library
implement asynchronous execution within programming solutions using multi-threading
implement persistent storage of objects and collections of objects using file stream objects

Centre for Academic Excellence

CS unable to reach initial agreement with CAE - telephone conversation
- VL (Valerie Lopes)'s opinion
  - finds verbs 'model' and 'implement' questionable
  - third part of outcome should answer the question why learn this
  - thinks that CVS (Credential Validation Service) would not accept these outcomes
  - thinks that PEQAB (Post-Secondary Education Quality Assessment Board) would not accept these outcomes
  - finds insufficient difference between OOP344 and BTP300 outcomes
- CS's response
  - proposed learning outcomes are in the three-part format outlined by CAE - action verb | field of knowledge | assessment criteria
  - verbs of the two-dimensional matrix shown above express learning taxonomy for programming subjects notably better than popular generic verbs of hierarchical taxonomies
  - 'model' and 'implement' are ComSci jargon that differentiate productive activity in the construction of artifacts and have well-understood and specific meanings to subject experts
  - assessment criteria trump the question 'why learn this' as the third part of the outcome statement
  - there is agreement between diploma and degree coordinators regarding differences between OOP344 and BTP300
IT spoke with Kevin Pitts of CAE and received the following clarifications
- the audience for approving learning outcomes is ministry employees who wish to know the purpose of each outcome (in addition to what we have proposed)
- the learning outcomes for diploma and degree must not be identical - the ministry is watching for this

Fifth Draft of the Learning Outcomes

CL objected to the wholesale removal of linked lists from OOP344
CS and IT propose adding tracing of a linked list

CAE requirements are underlined, additions and changes are in bold

OOP344:

design collections of model objects using sequential containers and multi-dimensional arrays to solve a systems or business problem
model information hiding using function objects and closures to specialize a programming solution for a particular application
model generalization and specialization of object properties using inheritance hierarchies to minimize the duplication of code
model polymorphic behavior using interfaces, virtual functions and templates (generics) to amplify the reusability of code
implement solution artifacts using algorithms and iterators of the standard template library to utilize existing technologies
implement concurrency within a programming solution using multi-threading libraries to improve the performance of a program
trace the execution of a program that includes a linked list to debug an application

BTP300:

design collections of model objects using sequential containers, multi-dimensional arrays and linked lists to solve a complex systems or business problem
model information hiding using function objects and closures to specialize a programming solution for a particular application
model generalization and specialization of object properties using inheritance hierarchies, including single and multiple base classes to minimize the duplication of code in complex hierarchies
model polymorphic behavior using interfaces, virtual functions and templates (generics) to amplify the reusability of code
implement solution artifacts using algorithms and iterators of the standard template library to utilize existing technologies
implement concurrency within a programming solution using multi-threading libraries to improve the performance of a program
implement persistence ~~of objects and collections of objects~~ using file stream objects to backup data for future restoration
~~trace the execution of program instructions that include a linked list~~

Sixth Draft of the Learning Outcomes

April 2 2014
- CL, IT and CS agreed to move linked lists to DSA555, move STL from DSA555 to OOP344, and add outcomes to OOP344 that address quadratic complexity and memory addressing
- CL, IT and CS also edited the wording of the fifth draft

OOP344:

design collections of model objects using sequential containers and multi-dimensional arrays to solve a systems or business problem
create function objects and closures to customize a programming solution for a particular application
model generalization and specialization using inheritance hierarchies to minimize the duplication of code
model polymorphic behavior using interfaces, virtual functions and templates (generics) to amplify the reusability of code
implement design components using algorithms of the standard template library to utilize existing technologies
create program components of quadratic complexity to solve non-linear problems
design program components using raw pointers and pointer arithmetic to access data in program memory
design multi-tasked solutions using threading libraries to improve the performance of a program

BTP300:

design collections of model objects using sequential containers and multi-dimensional arrays to solve a complex systems or business problem
create function objects and closures to customize a programming solution for a particular application
model generalization and specialization using single and multiple inheritance to minimize the duplication of code in complex hierarchies
model polymorphic behavior using interfaces, virtual functions and templates (generics) to amplify the reusability of code
implement design components using algorithms of the standard template library to utilize existing technologies
create program components of quadratic complexity to solve non-linear problems
design program components using raw pointers, pointer arithmetic, and smart pointers to access data in program memory
design multi-tasked solutions using threading libraries to improve the performance of a program

Topics Covered in 344/300

Proposals:

design file stream objects to backup text and binary data for future restoration
trace the execution of program code that includes a linked list to debug an application

To Be Done

IPC144/BTP100
- fix selection sort example
- replace sorting applets with alternatives
- revise chapter on structs so that it can be covered immediately following arrays and before strings
OOP244/BTP200
- Chris S to upgrade the web site to include the agreed C++11 changes by mid-October 2013 - first draft is complete - done
- Chris S to produce pdf by mid-October 2013 - done
- full changes and notes will be introduced in Winter 2014 - done
OOP344/BTP300
- Chris S to prepare full subject outlines by end of the semester
- full changes and notes will be introduced in Fall 2014
- Chris S and Fardad to agree on all changes
- Fardad requests lab tutor for 2 + 2 to succeed - lab assistants will be available (MLM)
JAC444/MAP524 for CPA
- Selmys suggests replacing JAC444 with MAP524 OR allowing students to choose one, because
  - Both JAC444 and MAP524 are introductions to Java for C++ programmers. The essential difference is that MAP524 uses the Android/Google API while JAC444 uses the older Java APIs (eg Swing/AWT).
  - Introduces students to Android development earlier (4th semester instead of 5th).
  - Android is the world's most popular mobile platform.

Resolved Allocation Issues

Data Representation needs to be taught in first semester in another stream

binary - hex | hex - decimal

IPC144/BTP100

add variable length arrays - done

add const - done

add pointer - array equivalence - done

trivial additions to align with standard (see detail page)

remove gets() - done

assign a problem that requires the application of integer data rep knowledge taught in another course in the first half

OOP244/BTP200

move namespace definition to start - done

add inline functions - done

add parameter defaults - done

add simple file objects

move type safe casting nearer start

add simple function templates to polymorphism

add abstract base classes

trivial additions to align with standard (see detail page)

OOP344/BTP300

full exposure to the standard template library

conceptual-level introduction to linked lists

add multi-threading

add rvalues and move constructors

trivial additions to align with standard (see detail page)

Beyond OOP344/BTP300

DSA555/BTP500 to implement and model linked lists

trivial additions to align with standard (see detail page)

Delivery Issues

Committee for IPC144 has been struck - held first meeting - will reconvene
Danny, Sunny, and Mark will try applying Chris' timeline over the summer 2012 to enable the introduction of inheritance earlier in the semester

To Be Done

update learning outcomes to suit

OOP244 Proposed Subject Outline

BTP200 Proposed Subject Outline

decide which sections to make optional and which to relegate to appendices
update 244/200 course notes to reflect these changes
prepare 144/100 course notes to reflect these changes - done
agree timeline for implementing changes - done

Proposed Timeline for Implementation

Ongoing Issues

marketing

what is the market saying
what do we market now and how
how do we attract the best and the brightest to our programs

employability

why do top employers reject our top students

faculty education

impact of social media

how will we interface with social media
personal learning environments

delivery

techniques and tools

which platforms should we be using
gnu - which version

clang as an alternate compiler for C/C++ (might need a separate installation request to ITS each time)

visual studio
how early should students be exposed to open source tools
using open source, instead of teaching open source? (repos, wikis, blogging, online collaboration tools)
how early should students work with repositories
1. in early semesters, using repos as individual drop box, and versioning and then move to collaboration features in later semesters
2. which repositories should be introduced?

collaboration

should students work in teams in OOP344, BTP300
teamwork requires significantly more effort on the part of the instructor

Programming Stream

Contents

Introduction

What can I do right now?

Curriculum Development (2012, 2013, 2014)

Initially Resolved Issues

Course Specific

IPC144/BTP100

OOP244/BTP200

Issues Raised and Resolved - First Draft

Issues Raised and Resolved - Final Draft

OOP344/BTP300

Suggested Topics for Inclusion (not decided)

Proposed Learning Outcomes

March 5 2014

Pre-Meeting Notes

Attendance 3 Sessions 10:00-11:35, 11:40-13:30, 14:00-15:00

General Topics Discussed

OOP344/BTP300

Third Draft Learning Outcomes

Fourth Draft Learning Outcomes

Centre for Academic Excellence

Fifth Draft of the Learning Outcomes

Sixth Draft of the Learning Outcomes

Topics Covered in 344/300

To Be Done

Resolved Allocation Issues

Delivery Issues

To Be Done

Ongoing Issues

marketing

employability

faculty education

impact of social media

delivery

techniques and tools

collaboration

Deferred Issues

Archives

should CPD include a professional option

Navigation menu

Search