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Rethinking pedagogy for teaching PL with more than PL concepts in mind

Published:30 November 2008Publication History
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Abstract

Individual department goals drive undergraduate computer science educators to teach with varying priorities on preparing students for continuing to graduate school or embarking on a career that leverages their education immediately after college. Programming languages play a key role in that education for both student profiles, even in curricula that include no core programming language concepts course. The "fattening" of our discipline into many subareas has prompted curricula reviews and rethinking of the undergraduate CS content, including programming language concepts (PL) and where they are taught in the curriculum. This paper proposes that we also rethink the pedagogy for teaching PL with diversity in mind.

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  1. Rethinking pedagogy for teaching PL with more than PL concepts in mind

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    • Published in

      cover image ACM SIGPLAN Notices
      ACM SIGPLAN Notices  Volume 43, Issue 11
      November 2008
      137 pages
      ISSN:0362-1340
      EISSN:1558-1160
      DOI:10.1145/1480828
      Issue’s Table of Contents

      Copyright © 2008 Author

      Publisher

      Association for Computing Machinery

      New York, NY, United States

      Publication History

      • Published: 30 November 2008

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