JSKETCH: Sketching for Java

Sketch-based synthesis, epitomized by the SKETCH tool, lets developers synthesize software starting from a partial program, also called a sketch or template. This paper presents JSKETCH, a tool that brings sketch-based synthesis to Java. JSKETCH's input is a partial Java program that may include holes, which are unknown constants, expression generators, which range over sets of expressions, and class generators, which are partial classes. JSKETCH then translates the synthesis problem into a SKETCH problem; this translation is complex because SKETCH is not object-oriented. Finally, JSKETCH synthesizes an executable Java program by interpreting the output of SKETCH.Comment: This research was supported in part by NSF CCF-1139021, CCF- 1139056, CCF-1161775, and the partnership between UMIACS and the Laboratory for Telecommunication Science

Automated generation and correction of diagram-based exercises for Moodle

One of the most time‐consuming task for teachers is creating and correcting exercises to evaluate students. This is normally performed by hand, which incurs high time costs and is error‐prone. A way to alleviate this problem is to provide an assistant tool that automates such tasks. In the case of exercises based on diagrams, they can be represented as models to enable their automated model‐based generation for any target environment, like web or mobile applications, or learning platforms like MOODLE. In this paper, we propose an automated process for synthesizing five types of diagram‐based exercises for the MOODLE platform. Being model‐based, our solution is domain‐agnostic (i.e., it can be applied to arbitrary domains like automata, electronics, or software design). We report on its use within a university course on automata theory, as well as evaluations of generality, effectiveness and efficiency, illustrating the benefits of our approachComunidad de Madrid, Grant/Award Number: S2018/TCS‐4314; Ministerio de Ciencia e Innovación, Grant/Award Numbers: PID2021‐ 122270OB‐I00, TED2021‐129381B‐C2

A 2007 Model Curriculum for a Liberal Arts Degree in Computer Science

In 1986, guidelines for a computer science major degree program offered in the context of the liberal arts were developed by the Liberal Arts Computer Science Consortium (LACS) [4]. In 1996 the same group offered a revised curriculum reflecting advances in the discipline, the accompanying technology, and teaching pedagogy [6]. In each case, the LACS models represented, at least in part, a response to the recommendations of the ACM/IEEE-CS [1][2]. Continuing change in the discipline, technology, and pedagogy coupled with the appearance of Computing Curriculum 2001 [3] have led to the 2007 Model Curriculum described here. This report begins by considering just what computer science is and what goals are appropriate for the study of computer science in the landscape of the liberal arts. A curricular model for this setting follows, updating the 1996 revision. As in previous LACS curricula, [4] and [6], the model is practical; that is, students can schedule it, it can be taught with a relatively small size faculty, and it contributes to the foundation of an excellent liberal arts education. Finally, this 2007 Model Curriculum is compared with the recommendations of CC2001 [3]