Difference between revisions of "Foundations of Programming"
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Through a combination of individual and group work, students complete supplemental problems, lab exercises, and various programming projects in order to reinforce concepts learned in class. By the end of the course, students can develop more complex programs and are familiar with some of the standards of software development practiced in the professional world. Students leave with an understanding of how to apply the techniques learned to other high-level programming languages. | Through a combination of individual and group work, students complete supplemental problems, lab exercises, and various programming projects in order to reinforce concepts learned in class. By the end of the course, students can develop more complex programs and are familiar with some of the standards of software development practiced in the professional world. Students leave with an understanding of how to apply the techniques learned to other high-level programming languages. | ||
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| + | ==Class History== | ||
| + | '''CMPS.BRI.18.1:''' Can Tunceli, Andrés Arocho, Colin Gibney, Ryan Brace, Nikhil Sharma, and Andrew Dawson of Foundations of Programming went down to the bathroom at the beginning of every class session to play a soccer juggling game where you had to juggle a certain amount to stay in, and the next person had to do one more juggle. On average, they skipped about 10 minutes of class at the beginning and right after every break. They also jumped up and down in the elevator in the Marine and Natural Sciences Building in attempt to break it. The class learned how to write preTTy code. | ||
[[Category: Courses]] | [[Category: Courses]] | ||
Revision as of 15:36, 8 February 2019
| Computer Science Course | |
|---|---|
| Course Code | CMPS |
| Year Opened | 1996 |
| Sites Offered | ATN, BRI, HAV |
| Previously Offered | BTH, CAL, CHS, EST, FRD, FRS, KNE |
Course Description
From the CTY Summer Catalog:
Students in this course gain insight into methods of computer programming and explore the algorithmic aspects of computer science. They learn the theoretical constructs common to all high-level programming languages by studying the syntax and basic commands of a particular programming language such as Java, C, C++, or Python*. Building on this knowledge, students move on to study additional concepts of programming, such as object-oriented programming or graphical user interfaces. By solving a variety of challenging problems, students learn to start with a concept and work through the steps of writing a program: defining the problem and its desired solution, outlining an approach, encoding the algorithm, and debugging the code.
Through a combination of individual and group work, students complete supplemental problems, lab exercises, and various programming projects in order to reinforce concepts learned in class. By the end of the course, students can develop more complex programs and are familiar with some of the standards of software development practiced in the professional world. Students leave with an understanding of how to apply the techniques learned to other high-level programming languages.
Class History
CMPS.BRI.18.1: Can Tunceli, Andrés Arocho, Colin Gibney, Ryan Brace, Nikhil Sharma, and Andrew Dawson of Foundations of Programming went down to the bathroom at the beginning of every class session to play a soccer juggling game where you had to juggle a certain amount to stay in, and the next person had to do one more juggle. On average, they skipped about 10 minutes of class at the beginning and right after every break. They also jumped up and down in the elevator in the Marine and Natural Sciences Building in attempt to break it. The class learned how to write preTTy code.
