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CS Dept.

CSC 434 Programming Languages

Course Syllabus Spring 2012

Table of Contents

Meeting Location & Times

Course Description

Comparative study of programming languages from both theoretical and applied viewpoints. Typical issues include syntax and semantics, scope and binding times, storage allocation, parameter-passing techniques, control structures, run-time representation of programs and data. Detailed examples from the imperative, functional, parallel, object-oriented and logical programming paradigms.

There are two primary goals for this course:

1. to learn various programming language concepts and paradigms that have be used over the years
2. to learn the skills necessary to learn a new language and quickly become proficient using it.
   

Prerequisites

• CSC 332 - Data Structures
• CSC 360 - Formal Languages and Computability I

Text Books

• Robert W. Sebesta, Concepts of Programming Languages 8/e, Addison-Wesley Longman, Reading, MA, 2008. ISBN 0-321-49362-1. (Required)

Course Outline

• Chapter 1 -- Preliminaries
• Chapter 3 -- Describing Syntax and Semantics 
• Chapter 5 -- Names, Bindings, Type Checking, and Scopes
• Chapter 6 -- Data Types
• Chapter 15 -- Functional Programming Languages
• Chapter 7 -- Expressions and Assignment Statements
• Chapter 8 -- Statement-Level Control Structures
• Chapter 16 -- Logic Programming Languages
• Chapter 13 -- Concurrency
• Chapter 9 -- Subprograms
• Chapter 10 -- Implementing Subprograms

Student Learning Outcomes

1. Students develop the ability to implement algorithms using 5 or 6 different languages.
2. Students gain the confidence to learn a new programming language well enough to implement simple algorithms
3. Students learn the history of programming languages and how they were developed.
4. Students develop knowledge of various concepts and issues pertaining to programming languages.
5. Student gain knowledge of the implementation of programming languages.
6. Students gain knowledge of the strengths and weaknesses of programming languages as well as the domains for which they are intended.

Grading

Grading Scale

Grades may be curved according to the performance of the entire class.  Letter Grades with +/- will be assigned according to the following scale:

Computation of grades

Assignments

Each assignment is due at the beginning of class time on the due date. Assignments can be turned in late but with a penalty.

Each student is expected to turn in his or her own work. Students may not work in groups nor hand in group assignments. You may assist your fellow students or seek assistance with class concepts, understanding the nature of the assignment, syntax and error messages, but you are expected to write your own programs, type them in, compile them, and run them. Turning in an altered version of someone else's program is a violation of the Honor Code. I reserve the write to ask a student to demonstrate and explain their program to me before receiving credit. Any student who turns in work that they did not author may be subject to disciplinary action.

Class Attendance and Participation

Your class attendance participation will not be recorded. Although attendance is not mandatory, you are expected to attend the majority of class meetings and participate in the class discussions. Anyone who is hoping to obtain a passing grade and who has not already passed this course would be well advised to attend every required class meeting.

Incomplete Grades

Incomplete grades are awarded very rarely and only when the student is otherwise passing the course, is able to complete the work of the course entirely on his/her own, and is prevented from completing the course by verified unforeseen circumstances beyond the control of the student.

Expectations, Conduct, and Policies

It is my assumption that students are attending this class for one of two reasons: they want to learn or they want to earn a good grade. Therefore, I will be expecting certain behavior from the students. If neither of these two reasons applies to you, then you probably should not be taking this class. My primary goal is to educate those students who do wish to learn.  Although some students may choose to not learn, I will not tolerate anything that interferes with the ability of other students to learn. Students should conduct themselves in a professional and courteous manner in the same way they would in a working environment. This applies to conduct in the classroom as well as on assignments. I reserve the right to ask as student to leave the classroom, refuse to grade an assignment or test, ask a student to redo an assignment, or otherwise adjust a student's grade based on their conduct.

• Students may not harass or disrespect other people because of age, sex, color, race, religion, creed, national origin, sexual orientation, political belief or affiliation, disability, veteran status, marital status, or membership or non membership in any organization.

• Students may not use profanity.

• Although I encourage class participation and questions, there should be only one conversation at a time. Students may not be carrying on conversations unrelated to class or that they are unwilling to share with the entire class, and students may not otherwise be disruptive to the classroom.

• Cellular telephones must be turned off. If you feel that you need to be contacted in case of emergencies, turn the phone on vibrate mode. If you receive a class that you must accept, please leave the classroom.

• Student should not bring food into the classroom.

Americans with Disabilities Act

University Learning Center

The University Learning Center (ULC) provides free programs and services that support students as they develop independent learning strategies, personal responsibility, intellectual maturity, transferable skills, and a respect for diverse learning experiences. It is important to remember that tutoring is not remediation: The ULC serves all students who want to increase the quality of their learning. The following programs offer different levels of support, each staffed by faculty-recommended and trained peer tutors.

Writing Services provides one-on-one and small group writing consultations for all students for any academic writing purpose. Face-to-Face and Online tutoring is available.

Math Services helps students improve their math skills by providing tutoring for all Math and Statistics courses or any course with a math or statistics component. No appointment is needed during open lab hours.

Learning Services provides content tutoring for all Basic Studies courses. Learning Services also provides Study Skills support for students seeking to strengthen their general academic skills. All Learning Services tutoring is by appointment only.

The University Learning Center is located on the first floor of Westside Hall (WE 1056).
Phone: 962-7857; Website: www.uncw.edu/ulc
Hours for Spring 2011: Mon–Thur 8am–9pm; Fri 8am–5pm; Sun 2pm–9pm

This page was last updated: January 6, 2012

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