1. Discuss the appropriate use of built-in data structures.  Describe common applicaitons and construct and debug programs that use each of the following data structures:  lists, stacks, queues, trees, sets, maps and graphs.
2. Describe the concept of abstract data types (ADT) in terms of interface (contrac), client (user) and implementation (provider). Explain how to implement abstract data types in an object-oriented language using classes, arrays and linked structures.
3. Describe the concept of recursion and give examples of its use.  Implement, test and ebug simple recursive functions and procedures.  Determine whether a recursive or iterative solution is most appropriate for a problem.
4. Explain why the creation of correct program components is important in the production of high-quality software.  Describe how a contract can be used to specify the behavior of a program component.   Apply a variety of strategies to testing and debugging simple programs.
5.   Analyze the extent to which another programmer's code meets documentation and programming style standards.
   

Software:

• We will be using an infrastructure of gradle-wrapped java programs, imported from GitHub to your local git repository, and then to IntelliJ, documented in Markdown, and tested with JUnit test suites.  What this means is that before class begins, you should really complete the Orienation assignments, in order to familiarize yourself with the software environment.  All of these terms, and how these components work together, are explained in the Orientation with a combination videos, examples, anddocumentation.   Instructions are given to install everything on your computers.  If you choose to use a Loyola VM (which I will make available to you), you will still have to do some of the installation and configuration for some of these components.
• About a month ago, Java 10 came out.  The labs written for this course originally used Java 8, and they have been tested for use with Java 9.  The videos have been created using Java 9.  Most of the changes introduced by Java 10 do not impact this course.  One relevant change is local variable type inference, which we will not be using in this course.  If you have Java 9 installed, you do not have to install Java 10.  Java 10 is expected to be a short-term temporary (6-month) upgrade, on it's way to Java 11.
  

Sakai:
As of this writing, Sakai will be used for course announcements, homework submissions, and grade postings.  While the raw scores posted on Sakai should be correct (although I have encountered some problems with that too!), please do not rely upon Sakai's Course Total calculations.  Usually, they are okay, but there have been problems.  I check the total grade postings periodically, to check up on Sakai's calculations.  Certainly, before the mid-term grade posting on Locus, and before the drop deadlines, check your grades (and I will too!)  Grades are calculated as specified in this syllabus.  If Sakai presents too many problems, we will switch to CourseSites.

Class Format:
Flipped:  Extremely important!!!  This course will use a "flipped" approach, where lectures and labs are covered in videos, and online class time is devoted to answering questions or providing additonal clarifiation and assistance.  The videos are extremely detailed and comprehensive.  Please come prepared to the scheduled class time having already watched the videos, so that you may ask questions, or you may benefit from the the questions of others.  I will not be lecturing during the scheduled class time.  Even if you feel comfortable with the material,  you should still attend the class, as you are reponsible for any announcements made in class, including changes to the syllabus or the course schedule.

Labs:  The course is structured around 10 labs.  The labs include the text material, as well as other material covered in class or included as links.  In general the labs include a starter template with comments inserted instructing you what you need to do to complete the code.  And in general, the labs are written in a more sophisticated level of code than you would normally be expected to write at this level, incorporating concepts and techniques that are not, strictly speaking, part of a data structure assignment.  So in this way, you get the exposure to a better way to code without having to be fully responsible for writing this code from scratch.  The first lab is a very simple Java program (something you should find very easy if you've taken COMP 170).  However, there are many "non-functional: requirements:  you will be required to complete the Orientation activities, including installing software, configuring git, using IntelliJ, importing a gradle-wrapped Java project from GitHub to IntelliJ, and other "housekeeping" type of activities.  Often, the labs will require that you reference a structure that already exists in Java, but you are required to write your own version of the structure.  In this way, you will become very familiar with the capabilities and limitations of the structures.

Pair Programming:  It has been demonstrated recently that Pair Programming, two people collaborating on one problem with one person coding while the other looks on, whether beginner students or seasoned professionals, allows projects been done better and faster with more confidence, and also that students learn at least as well and have more enjoyment in the process.  We will have the option to do pair programming in this course for in-class work and programing assignments.  (Your exams will NOT be in pairs however!)  Read the page on how to make pair programming work and also the page of administrative guidelines for pair programming (mostly for when it does not work out as planned!).

• Using or copying an outside person's work on an exam or assignment in any fashion. "Outside person" includes a person who put something on a web page. It has become depressingly familiar for me, most every semester, meting out penalties for using someone else's work on the web. Do not do it.
• Anything that vaguely resembles something from any Instructor's Manual anywhere.
• Work includes outlines, pseudocode, code, and documentation.
• Allowing your own work to be copied or used by an outside person.
• Submitting as your own work something that has been written by an outside person (or web site).
• Using any unauthorized reference on an exam or assignment
• Not acknowledging and describing in writing on an assignment any help you received or gave.
• If you are working on a pair or group project, an "outside person" only refers to people other than your assigned partner or team.
• Note that cheating goes both ways: both giving and receiving.
• Consultation is allowed with the TA (if we are fortunate enough to get one) and with me. If you consult with the TA and/or with me, still make a comment at the top of your work about the substance and depth of the help.

• The meaning of program or query specifications (not the plan for the solution or the actual solution).
• The tools used to write programs.
  
• The restrictions of the current programming language syntax.

Online Recording Statement

In this class software will be used to record live class discussions. As a student in this class, your participation in live class discussions will be recorded.  These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented. All recordings will become unavailable to students in the class when the Sakai course is unpublished (i.e. shortly after the course ends, per the Sakai administrative schedule: https://www.luc.edu/itrs/sakai/sakaiadministrativeschedule/).  Students who prefer to participate via audio only will be allowed to disable their video camera so only audio will be captured.  Please discuss this option with your

The use of all video recordings will be in keeping with the University Privacy Statement shown below:

 
Privacy Statement

Assuring privacy among faculty and students engaged in online and face-to-face instructional activities helps promote open and robust conversations and mitigates concerns that comments made within the context of the class will be shared beyond the classroom. As such, recordings of instructional activities occurring in online or face-to-face classes may be used solely for internal class purposes by the faculty member and students registered for the course, and only during the period in which the course is offered. Students will be informed of such recordings by a statement in the syllabus for the course in which they will be recorded. Instructors who wish to make subsequent use of recordings that include student activity may do so only with informed written consent of the students involved or if all student activity is removed from the recording. Recordings including student activity that have been initiated by the instructor may be retained by the instructor only for individual use. 

*No second try*: If you have an excuse for not being prepared to take the exam, but decide to take it anyway, you don't get to change your mind after you see a poor grade. Being sick is not a way to get one more chance than everyone else. I may allow you to delay an exam due to illness, but I will not let you be reexamined due to a poor grade.

Students with Disabilities:  If you have a documented disability and wish to discuss academic accommodations, please contact the Services for Students with Disabilities Office (773-508-3700 and SSWD@luc.edu) as soon as possible.  Students with documented disabilities who provide me with a letter from the SSWD office will be fully accommodated as per the terms of the letter.  Students who are allowed to take their exams in the SSWD office are encouraged to do so.  Should you choose to take the exam in the classroom, I cannot guarantee that the classroom environment will be quiet enough to provide you with the environment that your disability may require.  If you choose to take the exam in the classroom, you are taking that risk.

• No extra credit opportunities will be provided.  It is neither practical nor fair to the other students.

• Late assignments are worth only half credit.  Assignments submitted one week or more after the due date are worth zero points.

The dates below give the sequence and a general idea of the time spent, though we may get ahead or behind this time schedule at different points, depending on the needs of the class.  Be sure to keep up with where we really are in class.

Labs (except for Lab 0, which isn't really a lab) are listed for the class when we will work on them together. The TA or I should check off your completion or at least your participation during the same class.  Labs 1, 2 and 3 cannot be made up outside of class.    Sometimes, we can't finish the labs in class.  In that case, I will check that work was done during class and allow a submission later, usually that night or the next day.  Labs 4 - 7 have assignments associated with them.  Due dates are listed on this syllabus and on Sakai.

Assignments are to be turned in on the date where they are listed below as due, generally by 11:55PM.

The Orientation and Module 1 include many topics that are essential for our programming environment. These topics are not Data Structures, but it is extremely difficult to porgram successsfuly in this course without mastering these toipcs.  The first lab assignment requires that you feel comfortable with the different software components of the course's infrastructure.