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Why I do declare!: declarative programming in the undergraduate curriculum

Authors:

Samuel A. Rebelsky,

Peter B. Henderson,

Amruth N. Kumar,

F. N. (Fred) SpringsteelAuthors Info & Claims

ACM SIGCSE Bulletin, Volume 33, Issue 1

Pages 398 - 399

https://doi.org/10.1145/366413.364758

Published: 01 February 2001 Publication History

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Abstract

Many curricular guidelines, such as the Recommended Curriculum for Computer Science at Liberal Arts Colleges [4], suggest that students be exposed to many different programming paradigms (e.g., imperative, functional, object-oriented, declarative) in the undergraduate curriculum. Some institutions believe that students should have early exposure to many paradigms, often as early as the first two courses.Many institutions emphasize object-oriented programming early in the curriculum. Some also include functional programming. Imperative topics are often covered in courses that emphasize object-oriented or functional issues. Where does declarative programming fit? Sometimes not until an upper-level language paradigms course or artificial intelligence course. Sometimes it never fits, at least not explicitly.

References

[1]

Backus, J. Can Programming Be Liberated From the Von Neumann Style? A Functional Style and its Algebra of Programs. Communications of the ACM 21, 8 (August 1978), 613-641.

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[2]

Felleisen, M., Hanus, M., and Thompson, S. Proceedings of the Workshop on Functional and Declarative Programming in Education. Rice Technical Report 99-346. August 1999.

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[3]

Sabry, A. Declarative Programming Across the Undergraduate Curriculum. Section 3 of {2}.

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[4]

Walker, H. & Schneider, G. M. A Revised Model Curriculum for a Liberal Arts Degree in Computer Science. Communications of the ACM 39, 12 (December 1996).

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Index Terms

Why I do declare!: declarative programming in the undergraduate curriculum
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Model curricula
2. Software and its engineering
  1. Software creation and management
    1. Software development techniques

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Information

Published In

ACM SIGCSE Bulletin Volume 33, Issue 1

March 2001

432 pages

ISSN:0097-8418

DOI:10.1145/366413

Editor:
John Impagliazzo
103 Hofstra Univ., Hempstead, NY

Issue’s Table of Contents

SIGCSE '01: Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
February 2001
456 pages
ISBN:1581133294
DOI:10.1145/364447
Chairmen:
Henry Walker
Grinnell College
,
Renée McCauley
College of Charleston
,
Judith Gersting
Univ. of Hawaii at Hilo
,
Ingrid Russell
Univ. of Hartford

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 February 2001

Published in SIGCSE Volume 33, Issue 1

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