We propose a full-day workshop of presentations and intensive collaborative sessions to investigate methodologies, tools, philosophies, case studies, and assessment techniques that effectively support:

TEACHING AND LEARNING DESIGN IN THE FIRST YEAR

We are organizing this workshop to be appropriately categorized under the subject "Pedagogical Patterns for Teaching Object Technology." We will actively recruit object technologists from both academia and industry to discuss and solve the challenge summarized by the statement: "First year students can't design." We will join the burgeoning crusade to emphasize design over implementation. We will be asking people around the world to help instructors teach design and to help students learn design. The organizers will judge the best twenty (20) ideas from position papers. We will choose five positions for more extensive examination and experimentation. And we will try our ideas in collaborative settings with real students! With the help of our Bay Area organizer, we will recruit students to provide feedback and to partake in active learning sessions designed to teach design. The students will be our focus group. The ideas and experiences will be catalogued for dissemination to the public. We intend to promote design in the first year and to provide guidance to those instructors who seek the higher plateau. Possible deliverables include: o Presentation at the Educators symposium (if it can be arranged). o Presentation at the Educators symposium summary session. o A WEB site to catalogue tools, case studies, methodologies, ... o Future panel sessions at ACM/SIGCSE or OOPSLA. o Paper(s) describing the results of the workshop. o Foundation for future workshops. o Foundation for an NSF Curriculum Development Grant.

1. DESCRIPTION OF THE PRIMARY WORKSHOP THEMES:

• Emphasis on design, rather than implementation.
• The difficulty of evaluating design.
• Interplay between teaching and learning.
• Academia and industry working together.
• Designing collaborative, active-learning projects.
• Experience in trying out ideas on actual students.

• What *is* "good" design?
• How do programmers *learn* good design?
• How can we *teach* good design?
• How can we *assess* design?
• What *tools* can we use to learn, teach, and assess design?

3. A PROPOSED AGENDA:
We will share ideas and then design several projects with the requirement that each project must effectively help students learn design. AM| Presentations, Questions, Discussions Hours | 5 major ideas: 15 minutes each 1.5 | 15 minor ideas: 5 minutes each* 1.5 | Extra discussion time 0.5 Lunch Random access discussions 1.0 PM| Group work (best idea people facilitate groups) 1.5 | Try out ideas with students in small groups 1.5 | Assess (including student reactions) 1.0 Dinner To the future ?.? * 5 minute presentations have worked well at the WISR Software Reuse workshops, effectively introducing everyone and their main ideas.

4. REFERENCES TO PAPERS, WORKSHOPS, AND FORUMS MOTIVATING THE WORKSHOP:
There have been a number of recent advances for doing design for professionals (Patterns, Use-Cases, CRC cards). And there has been work dealing with design in the first year -- some of which involves object technology. We believe there are other avenues to be explored. There are a number of exciting new ideas being discussed, including micro-worlds and animation. We hope our workshop leads to pulling existing work together with new ideas, resulting in better teaching better learning, and better design.
Sample Papers:

• "The ase for Case Studies of Programming Problems", Marcia C. Linn and Michael J. Clancy, March 1992, Vol.35, No3, Communications of the ACM. -- CS1 level design skills. Empirical investigation demonstrating the effectiveness of case studies. + "Can Experts' Explanations Help Students Develop Program Design Skills" International Journal of Man-Machine Studies.
• "Teaching Inheritance versus Inclusion to First Year Computer Science Students", Kenneth Reek, ACM/SIGCSE 96. + "Explaining Inheritance: A Code Reusability Perspective" Robert Biddle and Ewan Tempero, ACM/SIGCSE 96 -- CS2 level expositions to help students see whether an object should be designed using inheritance or inclusion.
• "Toward a First Course Based on Object Patterns", Eugene Wallingford, ACM/SIGCSE 96 Recent Forums: o Widespread interest in the topic is shown by success of Educators Symposia at OOPLSA, continuing success of ACM/SIGCSE conferences and the regional conferences on computing in small colleges, and new computer science education symposia in Europe and Australasia.
• However, a panel at ACM/SIGCSE 96 showed a common shortcoming. The title was "Experiences in Teaching OO Design and Programming with C++ in the Computer Science Curriculum", but the focus was on implementation and language issues. We mean to concentrate on the importance of design, even at first year. Upcoming Workshop:
• Workshop on Interactive and Visual Tools for Teaching Computer Science Saturday, March 30, 1996, Duke University, Durham, NC http://www.cs.duke.edu/~rodger/workshop96.html Chair: Susan Rodger Email: rodger@cs.duke.edu

5. PROSPECTIVE CO-ORGANIZERS:

Rick Mercer                    Robert Duvall             Mike Clancy                     Robert Biddle
Penn State Berks             Brown University        UC Berkeley                    Victoria University
Engineering & CS            Computer Science      Computer Science             Computer Science
PO Box 7009                  PO Box 1910 387      Soda Hall #1776               PO Box 600
Reading, PA                    Providence, RI            Berkeley, CA                    Wellington
19610-6009 02912 94720-1776
USA                               USA                           USA                                  New Zealand
610-320-4845                401-863-7600            510-642-7017                  +64 4 471-5328
610-320-4857(fax)         401-863-7657(fax)     510-642-5775 (fax)          +64 4 495-5232(fax)
rhm1@psuvm.psu.edu     rcd@cs.brown.edu     clancy@cs.berkeley.edu     robert@comp.vuw.ac.nz

6. PRIMARY CONTACT: Rick Mercer