Ebook: Using C in CS1. Evaluating the Stanford Experience

Department of Computer Science.
Stanford University.
September 1992.ABSTRACT
In 1991, the Stanford Department of Computer Science decided to abandon Pascal in its introductory computer science courses and to adopt ANSI C as the language of instruction. We based this decision on several factors: the inadequacy of standard Pascal as a base for teaching modern programming concepts, the need to prepare our students for more advanced courses in which they will be expected to use C for programming projects, and increasing pressure
from students and faculty throughout the School of Engineering for instruction in a language that has become the industry standard. We also believe that it is not reasonable to expect students to learn C on their own; students must receive instruction in C in order to become good C programmers. C has several known deficiencies that make it a challenging language to teach. Based on our experience at Stanford, we believe that it is possible to minimize the problems associated with teaching C at the introductory level by applying standard software engineering strategies—procedural abstraction, modular decomposition, and information hiding—to good pedagogical effect. This paper expands on the reasons behind Stanford’s decision to adopt C and summarizes the pedagogical approach.INTRODUCTION.
THE REASONS FOR STANFORD’S CHOICE.
AVOIDING THE PITFALLS.
REACTIONS TO THE LIBRARY APPROACH.
EMPHASIZING GOOD PRACTICE.
CONCLUSIONS.
REFERENCES.