Lambda the Ultimate

SIGPLAN Workshop on Undergraduate Programming Language Curriculum.

Programming languages play a critical role in computer science by providing a flexible and robust means by which human beings interact with and control computer systems. Programming language design and implementation has advanced significantly in the recent past in response to the increasing pervasiveness of computer science and technology. Unfortunately, higher-education curriculum has not kept pace, and so it does not appropriately reflect the expansive growth and evolution. This lag is a critical challenge because an up-to-date curriculum is essential to prepare a globally competitive workforce, able to generate and to apply new knowledge, and to take the lead in advancing computer science and technology.

The goal of this workshop is to bring together leaders in the field of programming languages with expertise in research, teaching, and industrial use to discuss the role of programming language design, implementation, and application in modern, undergraduate, computer science education. Our objective with this effort is to build a community for these experts to discuss, critically evaluate, and identify the transformational changes needed to best prepare undergraduates to participate in the rapidly changing field of computer science and technology.

In particular, this workshop should provide a forum for the community (1) to evaluate recent changes and likely trends in computing technology and their impact on programming language design, implementation, and application (and vice versa), (2) to discuss the implications of these changes on programming language curricula, and (3) to explore strategies for designing new curricula. For the first task, we will consider trends that include the looming ubiquity of multi-processing systems, the proliferation of domain-specific languages, the increasing diversity of relevant programming languages, infrastructures, and support tools, the growing heterogeneity of device architectures (high-performance computing systems, desktops, game consoles, mobile phones, hand-held devices, etc.), and the increasing complexity of systems (operating, runtime, and application-level). For the second task, we will consider how these trends impact what and how we should be teaching our undergraduates about programming languages. Finally, for the third task, we will explore various tactics for designing new programming language curricula that incorporate the insights from these discussions and yet fit within the constraints of existing undergraduate programs.

We only rarely post links to conference or workshop announcements, but this seems like something worth calling out particular attention to. Many universities use ACM curriculum recommendations to structure their undergraduate programs, so it's very important to make sure that the programming languages recommendations are in good shape.

I am pleased to announce the second OCaml Summer Project! The OSP is aimed at encouraging growth in the OCaml community by funding students over the summer to work on open-source projects in OCaml. We'll fund up to three months of work, and at the end of the summer, we will fly the participants out for a meeting in New York, where people will present their projects and get a chance to meet with other members of the OCaml community.

The project is being funded and run by Jane Street Capital. Jane Street makes extensive use of OCaml, and we are excited about the idea of encouraging and growing the OCaml community.

Our goal this year is to get both faculty and students involved. To that end, we will require joint applications from the student or students who will be working on the project, and from a faculty member who both recommends the students and will mentor them throughout the project. Each student will receive a grant of $5k/month for over the course of the project, and each faculty member will receive $2k/month. We expect students to treat this as a full-time commitment, and for professors to spend the equivalent of one day a week on the project.

We will also award a prize for what we deem to be the most successful project. Special consideration will be given to projects that display real polish in the form of good documentation, robust build systems, and effective test suites. We'll announce more details about the prize farther down the line.

If you'd like to learn more about the OSP and how to apply, you can look at our website here:

http://ocamlsummerproject.com

Please direct any questions or suggestions you have to osp@janestcapital.com. Also, this might be a nice place for people to leave feedback about the program.

(if one of the editors thought this was appropriate to move to the front page, I would be appreciative. I think it's something that would be of interest to a large part of LtU's readership.)

Paul McJones alerts us that the ACM posted PDF versions of some books in its Classic Books Series, which are available to anyone who creates a free ACM Web Account.

Among the currently available books, LtU readers are likely to be particularly interested in Hoare and Jones's Essays in computing science, Adele Goldberg and David Robson's Smalltalk-80: the language and its implementation, and Dahl, Dijkstra, and Hoare's Structured programming.

Long time readers will also know that I highly recommend Papert's Mindstorms: children, computers, and powerful ideas to anyone interested with the effect computers might have on education. Papert's Logo remains to this day the best children oriented programming language, but even if you disagree with me about this, his book is a must read.

A short article by Robert Dewar and Edmond Schonberg. The authors claim that Computer Science (CS) education is neglecting basic skills, in particular in the areas of programming and formal methods. We consider that the general adoption of Java as a first programming language is in part responsible for this decline, but also explain why - in their opinion - C, C++, Lisp, Ada and even Java are all crucial for the education of software engineers.

A write-up of the Commercial Users of Functional Programming meeting held this October is available, for those of us who didn't attend. The write-up is well written and thought provoking (it was written by Jeremy Gibbons, so that's not a surprise).

The goal of the Commercial Users of Functional Programming series of workshops is to build a community for users of functional programming languages and technology. This, the fourth workshop in the series, drew 104 registered participants (and apparently more than a handful of casual observers).

It is often observed that functional programming is most widely used for language related projects (DSLs, static analysis tools and the like). Part of the reason is surely cultural. People working on projects of this type are more familiar with functional programming than people working in other domains. But it seems that it may be worthwhile to discuss the other reasons that make functional languages suitable for this type of work. There are plenty of reasons, many of them previously discussed here (e.g., Scheme's uniform syntax, hygiene, DSELs), but perhaps the issue is worth revisiting, seeing as this remains the killer application for functional programming, even taking into account the other types of project described in the workshop.

Markus Gaelli, Oscar Nierstrasz, Serge Stinckwich. Idioms for Composing Games with Etoys. C5'06.

Creating one’s own games has been the main motivation for many people to learn programming. But the barrier to learn a general purpose programming language is very high, especially if some positive results can only be expected after having manually written more than 100 lines of code. With this paper we first motivate potential users by showing that one can create classic board- and arcade games like Lights Out, TicTacToe, or Pacman within the playful and constructivist visual learning environment EToys dragging together only a few lines of code. Then we present recurring idioms which helped to develop these games with only a few lines of code.

Learning to program with Etoys is very mind-stretching. Beyond the drag-and-drop syntax there's a world where programs are created by directly manipulating tangible objects on the screen. The objects expose a varied collection of primitives and it's a real journey of discovery to learn how to compose simple and beautiful programs. This paper documents some of the "aha!" discoveries that make Etoys programming lots of fun.

The Etoys end-user programming environment is becoming tremendously important because of its inclusion with the One Laptop Per Child XO. Etoys was invented by Alan Kay's research group and is in continuous development and use as an integrated feature of Squeak Smalltalk. The Squeak/Etoys community includes lots of researchers, programmers, teachers, and kids around the world.

Squeaky Tales is a series of short tutorial screencasts designed to each people to program with Etoys. I'm very excited that this may be what's needed to make Etoys programming easy to learn for people at home. My experience has been that it's easy and fun to teach Etoys programming face-to-face with everybody using their own laptop, but that it's very slow and frustrating to try and learn Etoys by yourself just by installing it and clicking around. If Squeaky Tales makes it easy and fun to learn Etoys all by yourself at home then it's quite a contribution to the world!

If you try learning Etoys with Squeaky Tales then do leave a comment to say how you get along!

Rex Page, Engineering software correctness, Proceedings of the ACMS,PLAN 2005 Workshop on Functional and Declarative Programming in Education, September 25, 2005.

Software engineering courses offer one of many opportunities for
providing students with a significant experience in declarative
programming. This report discusses some results from taking
advantage of this opportunity in a two-semester sequence of
software engineering courses for students in their final year of
baccalaureate studies in computer science. The sequence is based
on functional programming using ACL2, a purely functional
subset of Common Lisp with a built-in, computational logic
developed by J Strother Moore and his colleagues over the past
three decades...

A JFP educational pearl with the same title and a similar abstract appears in Journal of Functional Programming (2007), 17: 675-68, but I haven't managed to access it yet.

I am still in the process of finding furniture etc. But at least I have an apartment now... Thanks for all the help and tips, guys!

F. Vahid. It's Time to Stop Calling Circuits "Hardware". IEEE Computer Magazine, September 2007.

The advent of field-programmable gate arrays requires that we stop calling circuits “hardware”
and, more generally, that we broaden our concept of what constitutes “software.” ...
Developing modern embedded software capable of executing on multiprocessor and FPGA platforms requires expertise not just in temporally oriented modeling (W comes after X) like writing sequential code but also in spatially oriented modeling (Y connects with Z) like creating circuits.

An interesting take on where programming should be heading in the future -- and consequently, where programming languages should also be heading. This article is somewhat related to the recent discussion here on LtU about FPGA CPUs. As the excerpt above illustrates, Vahid draws a distinction between what he calls "temporally-oriented" computing, which focuses on sequence, and "spatially-oriented" computing, which focuses on connectivity of components. His basic argument is that traditional programming languages (and traditional programming education) focus on temporally-oriented computing, but that the growing use of FPGAs as an integral part of many systems (particularly embedded systems) necessitates a greater emphasis on programming in a spatially-oriented mode. We don't tend to talk too much about "hardware description" languages like VHDL and Verilog here on LtU, but perhaps they are the answer (or at least part of the answer) to Ehud's recent question about which languages we should be discussing to "stay ahead the curve".

Escape from Zurg: An Exercise in Logic Programming by Martin Erwig. Journal of Functional Programming, Vol. 14, No. 3, 253-261, 2004

In this article we will illustrate with an example that modern functional programming languages like Haskell can be used effectively for programming search problems, in contrast to the widespread belief that Prolog is much better suited for tasks like these.

...

The example that we want to consider is a homework problem that we have given in a graduate level course on programming languages. The problem was one of several exercises to practice programming in Prolog. After observing that many students had problems manipulating term structures in Prolog (after already having learned to use data types in Haskell) and spending a lot of time on debugging, the question arose whether it would be as difficult to develop a solution for this problem in Haskell. This programming exercise worked well, and we report the result in this paper.

(Haskell source code)