Toolkits in first year computer science: a pedagogical imperative

• Authors: Richard Rasala
• Venue: Proceedings of the thirty-first SIGCSE technical symposium on Computer science education
• Year: 2000

Traditional first year computer science courses teach the principles of computing using the basic features of some chosen programming language such as C, C++, Java, Ada, Scheme, Eiffel, etc. Abstraction and encapsulation focus on entities such as algorithms, functions, data structures, classes, objects, and closures that can be built directly on top of the raw language. If a facility such as windows and graphics is not directly available in the language then it is not used. This means that student exercises tend to look inward at computer science issues rather than outward to the exciting applications that show the breadth and power of computing.The fundamental thesis of this article is that teaching students in the framework of powerful toolkits is essential to maintain student interest and is pedagogically important precisely because toolkits are a rich source of examples that illustrate the principles of computation. We hope to convince computer science faculty that the use of toolkits is imperative in a modern first year curriculum.We will first discuss in general why toolkits are important. We will spice this discussion with some simple illustrations and with references to the use of toolkits by faculty at other institutions.We will then describe the toolkits we have developed at Northeastern University and explain both what they do and why they are pedagogically valuable. We will see how toolkits enable students to do more interesting and effective work and how principles of design and algorithms can be demonstrated by the key components of the toolkits.We will conclude with some general remarks and explain why the arguments made against toolkits do not have sufficient weight to change our conclusions. We will also give the web site address where our toolkits are available.