1. CSE 116/504 – Intro. to Computer Science For Majors II
Prof. Matthew Hertz Davis 352 /
CSE 116/504 – Intro. to Computer Science For Majors II

2. Course Prerequisites Class builds on material from CSE 115/503
Name shows it is sequel: Intro. to CS For Majors II
Prerequisite enforced; cannot be successful without it
Last term started multi-year curriculum transition

3. Course Prerequisites Class builds on material from CSE 115/503
Name shows it is sequel: Intro. to CS For Majors II
Prerequisite enforced; cannot be successful without it
Last term started multi-year curriculum transition

4. Course Prerequisites Class builds on material from CSE 115/503
Name shows it is sequel: Intro. to CS For Majors II
Prerequisite enforced; cannot be successful without it
Last term started multi-year curriculum transition
Many ideas worked, but structure not rigorous enough
Post-CSE116 unchanged, so material must be made up
To get everyone up-to-speed, this class will start slower
Will gets faster & harder; important students keep up

5. Do not fall behind in class Material is cumulative
Course Key Concept #1
Do not fall behind in class Material is cumulative

6. Course Prerequisites
Accepted transfer courses equal

7. Course Prerequisites
Accepted transfer courses equal (in theory)

8. Course Prerequisites
Accepted transfer courses equal (in theory)

9. Course Prerequisites Transfer courses theoretically equivalent
Your success is important; do our best to check this
Some topics may be review for you; please help others
May need to work on own if topics not in your “115”
Should not be problem; your success is important

10. Objectives Met in CSE 116/504
(CEN-a) Apply knowledge of math, probability & statistics, CS and EE as it applies to the fields of software & hardware
(CEN-h) Understand the impact of engineering solutions in a global, economic, environmental, and societal context
(CEN-k) Use the techniques, skills, & modern hardware and software engineering tools necessary for computer engineering practice
(CS-a) Apply knowledge of computing & math appropriate to the discipline.
(CS-d) Function effectively on teams to accomplish a common goal.
(CS-c) Design, implement, & evaluate a computer-based system, process, component, or program to meet desired needs.
(CS-i) Use current techniques, skills, & tools necessary for computing practice.

11. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools

12. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools
Picture used under Creative Commons Non-Commercial license. Original by G. A. Hussein and is available at:

13. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools
Learn basic concepts & skills needed for success
Approach problems & write code like a developer
“Choosing data structure critical for good performance”
Have fun

14. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools
Learn basic concepts & skills needed for success
Approach problems & write code like a developer
“Choosing data structure critical for good performance”
Have fun

15. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools
Learn basic concepts & skills needed for success
Approach problems & write code like a developer
“Choosing data structure critical for good performance”
Have fun

16. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools
Learn basic concepts & skills needed for success
Approach problems & write code like a developer
“Choosing data structure critical for good performance”
Have fun

17. High-level Objectives
Become programmers, not just “code monkeys”
Work on your own & in a team developing solutions
Learn real-world habits for working with software
Be able to describe & debug methods using proper tools
Learn basic concepts & skills needed for success
Approach problems & write code like a developer
“Choosing data structure critical for good performance”
Have fun

18. Expectations of Me Lectures prepared, organized, & available
Write relevant, interesting, fun problems
Be (reasonably) available to answer questions
Always, always, always be honest and forthright
All of this is done to achieve my course goal: to have students learn & master the material
I am not above standing on my head or making the class dance if that is what it takes…

19. Expectations of Me Lectures prepared, organized, & available
Write relevant, interesting, fun problems
Be (reasonably) available to answer questions
Always, always, always be honest and forthright
All of this is done to achieve my course goal: to have students learn & master the material
I am not above standing on my head or making the class dance if that is what it takes…

20. Attendance Attendance is mandatory
If you will need to miss class, let me know
You are responsible for every class
Missing class is never acceptable excuse
Best way to earn a poor grade: skip class

21. Deadlines Late work not accepted without extension
If you know you cannot make a deadline, talk to me
Earlier we talk, the better the chance solution possible
Will drop lowest scores in calculating grades
Term has 35 homework problems: best 32 count
Mistakes in adult learning normal; 15% curve applied
Should provide cushion when real-life happens

22. Grading Philosophy Grades reflect student's demonstrated ability
Not a competition where grades are relative
I will quite happily give A to entire class, if all earn it
A not automatic just because score is highest in class
Remain fair for students past, present, & future
When in doubt, I consider what most equitable
Hard work alone insufficient to raise a score
Working efficiently important life skill to be rewarded

23. Grading Philosophy Would you rather have: Doctor Who Cures You
Doctor Who Works Hard

24. Recitation Activities
Course Grading
Tests
25%
Final
Homeworks
12½%
Adult Learning
7½%
Recitation Activities 5%
Recitation Quizzes
15%
Course Project
10%

25. Course Grading Goals Learn & build skills used by “real” programmers
Develop understanding needed for future work
Catch and correct problems early
Many ways presenting material during the term
Increases chances that all students can “get it”

26. Course Grading Goals Learn & build skills used by “real” programmers
Develop understanding needed for future work
Catch and correct problems early
Many ways presenting material during the term
Increases chances that all students can “get it”
I am mean & like watching students suffer

27. But It Was Close To Correct!

28. Your Friend <Ctrl>-A <Ctrl>-I

29. AutoLab Coding Questions Was…
Unlimited submissions allowed on each question
Goal of letting students see mistakes & learn from them
Debug & think through error to make needed changes
Instead AutoLab checked & then little thought for "fix"

30. AutoLab Coding Questions Was…
Unlimited submissions allowed on each question
Goal of letting students see mistakes & learn from them
Debug & think through error to make needed changes
Instead AutoLab checked & then little thought for "fix"

31. AutoLab Coding Questions This Term
2 "free" submissions allowed for each question
With each additional submission adds 10% penalty
All tests available & can be run on your machine for free
I strongly encourage you test answer before submitting
Debugging techniques taught during recitations, too
Question never asked again; understanding ideas is goal

32. Course Key Concept #3
Good: Bad:

33. October 10th & November 7th
Tests
October 10th & November 7th
Given at 8:30PM – 9:30PM in NSC 201/225
If you have conflict, make-up next day in class
Let me know ASAP, so I can set everything up
To be fair to all, will need document showing conflict

34. Homework Problems Problems posted by Monday class for that week
Submit via AutoLab by 12:45PM following Monday
Exception is this week which is due next Thursday (9/7)
Before final submit, ask TAs/me questions you still have
Several goals for these assignments
Provide additional programming opportunities
Reinforce material from each lecture
Questions should seem easy & take under 15 min.
Means you are doing well & if it takes longer…

35. Office Hours
Official: (Guaranteed to be in my office – Davis 338L) Monday from 8:30AM – 11:00 AM Friday from 2:00PM – 3:30 PM me & we can schedule to meet other times
Unofficial: (unless in a meeting, likely to be available) If office door is open 8:15AM – 4:30PM M-F
UTA: (Can also ask questions of very nice, helpful UTAs ) Various times every weekday; new system shortly

36. About My Slides Often contain many pictures & animations
Lectures interesting & less painful than it could be
Creates opportunities for better learning approaches
Will suck as actual notes
Download handout & take notes on the side
Write down what the steps animated on the slide
Slides (with notes) helpful on tests, recitations,…

37. Learning is active Cannot just save posted slides for notes
Course Key Concept #2
Learning is active Cannot just save posted slides for notes

38. Collaboration Fellow students are a great resource
Provides multiple viewpoints & understandings
Get together, discuss material, and study
Can have them answer lingering questions
Clarify assignment and what it requires
Learn and practice some basic social skills

39. Collaboration Work you submit must be done by you
When discussing homework or projects
Leave conversation with memories only
Wait 15+ minutes before starting on your own
Solutions always unique after waiting
Once started, each student should work alone
STEP AWAY FROM COMPUTER then talk code

40. When in doubt, ask me Collaboration
Work you submit must be done by you
When discussing homework or projects
Leave conversation with memories only
Wait 15+ minutes before starting on your own
Solutions always unique after waiting
Once started, each student should work alone
STEP AWAY FROM COMPUTER then talk code
When in doubt, ask me

41. Academic Integrity Violations
Not a joking matter

42. Academic Integrity Violations
Not a joking matter
Consequences real

43. Academic Integrity Violations
Not a joking matter
Consequences real
Just do NOT do it

44. Using Piazza for forums and power group projects
Allows you to easily ask questions of course staff
Staff can post material for commonly asked questions
Even creates forums in which staff & students can talk
Cost is ideal – free for both school and students
But it does first require you sign up on their site:
DIscuss that anonymous posting is possible BUT that the TAs and I could find out who wrote a post if this gets abused.

45. Coding Help Focus is to develop testing & debugging skills
To get debugging help in CSE116/504
Must start from a JUnit test case that you or I wrote
Big goal in the course project has you write this
I wrote tests used in most recitations & homeworks
Staff will ask you to describe your debugging efforts
Students find own solution once they start doing this
If problem not fixed, gives us starting point to work
Learn to fix your own errors & not rely on the Professor

46. Textbook
William J. Collins, Data Structures and the Java Collections Framework, 3rd Edition, Wiley, 2011.
Readings listed as chapter & section in schedule
Available at bookstore & online (Amazon, etc.)
Will be using almost all of this textbook
Good resource in future terms so not horrible waste

47. Textbook
William J. Collins, Data Structures and the Java Collections Framework, 3rd Edition, Wiley, 2011.
Readings listed as chapter & section in schedule
Available at bookstore & online (Amazon, etc.)
Will be using almost all of this textbook
Good resource in future terms so not horrible waste

48. Readings Other readings on web to supplement textbook
(Supplement textbook == “not make you buy 2nd book”)
Links available on web
Most readings short, fun, & easy to follow
Basic concepts explained using real-world examples
Provide additional material not found in book

49. Course Website Handouts, slides, assignments posted before class
Handouts, slides, assignments posted before class
Can also find solutions after work is due
May not include everything said in class
Better than nothing, but worse than being here!
Demo pages found on Angel before quitting

50. UBLearns UBLearns is one-stop shop for course information
From course page, find links to all other websites
Grades updated regularly so you can track progress
Lectures are recorded and videos posted to UBLearns
No site has everything needed for this course
But you will find that UBLearns comes closest

51. For Next Lecture Mourn summer’s end as homework problems start
Because of drop-add, this week’s due next Thurs. (9/7)
There is no recitation this week – starts next week
There is reading for Wednesday
Website has link to reading on kinds of variables in Java