Integrating Visual Modeling throughout the Computer Science Curriculum

Authors: Carol B.Collins, M. H. N Tabrizi

Abstract:

The purposes of this paper are to (1) promote excellence in computer science by suggesting a cohesive innovative approach to fill well documented deficiencies in current computer science education, (2) justify (using the authors- and others anecdotal evidence from both the classroom and the real world) why this approach holds great potential to successfully eliminate the deficiencies, (3) invite other professionals to join the authors in proof of concept research. The authors- experiences, though anecdotal, strongly suggest that a new approach involving visual modeling technologies should allow computer science programs to retain a greater percentage of prospective and declared majors as students become more engaged learners, more successful problem-solvers, and better prepared as programmers. In addition, the graduates of such computer science programs will make greater contributions to the profession as skilled problem-solvers. Instead of wearily rememorizing code as they move to the next course, students will have the problem-solving skills to think and work in more sophisticated and creative ways.

Keywords: Algorithms, CASE, Problem-solving, UML.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1080167

References:

[1] Alice is a 3D Interactive Graphics Programming Environment for Windows 95/98/NT built by the Stage 3 Research Group. Retrieved April March, 20, 2004, from http://www.alice.org/.
[2] Anderson J., & Franceschi, H. (2005). Java 5 Illuminated. Jones and Bartlett.
[3] BlueJ and interactive Java development environment. Retrieved April, 10, 2004 from http://www.bluej.org/,
[4] Coad, P. & Yourdon, E. (1991). Object-Oriented Design. Prentice Hall.
[5] Collins, C., & Tabrizi, M.H.N, (2007) Using Visual technologies to promote excellence in computer science education. Proceedings of the XXI. International Conference on Computer, Electrical, and Systems Science, and Engineering (CESSE 2007), 21, 83-87, http://www.waset.org/proceedings/v21/v21-15.pdf.
[6] Deek, F.P., McHugh, J.A., Hiltz, S.R., Rotter, N., & Kimmel, H. (1997). On the evaluation of a problem-solving and program development environment. Proceedings of 27th Annual Conference on Frontiers in Education Conference.
[7] Eckel, B. (2003). Thinking in Java, (Third Ed.), Pearson/Prentice-Hall.
[8] Fayad, M.E., Tsai, W.-T., & Fulghum, M.L. (1996). Transition to object-oriented software development. Communication. ACM, 39(2), 108-121.
[9] Felleisen, M., Findler, R.B. , Flatt, M., and Krishnamurthi, S. (2003). How to Design Programs, MIT Press Cambridge.
[10] Guizzardi, G., Pires, L.F., & van Sinderen, M.J. (2002). On the role of domain ontologies in the design of domain-specific visual modeling languages. Invited presentation at Second Workshop on Domain- Specific Visual Languages, 17th Annual ACM Conference on Object- Oriented Programming, Systems, Languages, and Applications. Retrieved April 5, 2005 from http://www.dsmforum.org/events/DSVL02/Guizzardi.pdf).
[11] Holliday, M. & Lugenbuhl, D. (2004). CS1 assessment using memory diagrams. Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education.
[12] Hyde, D.C., Gay, B.D., and Utter D., (1979). The integration of a problem-solving process in the first course. Proceedings of the 10th SIGCSE Technical Symposium on Computer Science Education.
[13] Kolesar M.V., Allan V.H. (1995). Teaching computer science concepts and problem-solving with a spreadsheet" in Proceedings of the 26th SIGCSE Technical Symposium on Computer Science Education.
[14] Lloyd, B.H., & Gressard, C. (1984). Reliability and factorial validity of computer attitude scales, Educational and Psychological Measurement, 42(2), 501-505.
[15] Longo, P.J., Anderson, O. R., & Wicht, P. (2002), Visual thinking networking promotes problem solving achievement for 9th grade earth science students, Electronic Journal of Science Education, 7(1), 1-50. http://www.umassd.edu/cas/biology/longo/problem_solving.pdf
[16] Naked Objects Framework. (2002). Retrieved April, 12, 2005 from http://www.nakedobjects.org/static.php?content=home.html.
[17] Mahmoud, Q.H., Dobosiewicz, W., & Swayne, D., (2004). Redesigning introductory computer programming with HTML, JavaScript, and Java. in Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education.
[18] Microsoft Visio (2003). Visio Fact Sheet, Retrieved May 1, 2005 http://www.microsoft.com/office/visio/prodinfo/facts.mspx.
[19] Rational Rose. Retrieved April, 20, 2004 from http://www- 306.ibm.com/software/rational/sw-atoz/indexR.html.
[20] Savitch, W. (2005). Problem-Solving with C++: The Object of Programming. (Fifth Ed.), Addison-Wesley.
[21] Suchan, W.K. and Smith, T.L. (1997). Using Ada 95 as a tool to teach problem-solving to non-CS majors. in Proceedings of the Conference on TRI-Ada.
[22] Tabrizi, M., Collins, C., Ozan, E., & Li, K. (2004). Implementation of Object-Orientation Using UML in Entry Level Software Development Courses. Proceedings of SIGITE Conference. 128-131.
[23] Ventura, P., & Ramamurthy, B. (2004). Factors that lead to success in CS: Wanted: CS1 students. no experience required. In Proceedings of the 35th SIGCSE Technical Symposium on Computer Science Education.
[24] Wikipedia: Aspect-oriented programming (http://en.wikipedia.org/wiki/Aspect-oriented_programmig).