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| <<Anchor(textbook)>>Charles N. Fisher, Ron K. Cytron, Richard J. LeBlanc, Jr, ''Crafting a Compiler'', Addison-Wesley, 1^ed^, [[http://www.addall.com/New/submitNew.cgi?query=978-0-13-606705-4+&type=ISBN|ISBN-13: 978-0-13-606705-4]] | <<Anchor(textbook)>>Charles N. Fisher, Ron K. Cytron, Richard J. !LeBlanc, Jr, ''Crafting a Compiler'', Addison-Wesley, 1^ed^, [[http://www.addall.com/New/submitNew.cgi?query=978-0-13-606705-4+&type=ISBN|ISBN-13: 978-0-13-606705-4]] |
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| There are two textbooks on reserve in the [[http://catalyst.coalliance.org/vwebv/enterCourseReserve.do|Arthur Lakes Memorial Library]]. Electronic versions of this text are available: [[http://www.coursesmart.com/0136076599|"purchase" here]]. |
-- Not as of 2016-02-25 Electronic versions of this text are available: [[https://www.vitalsource.com/products/crafting-a-compiler-fischer-charles-n-v9780133001570|"purchase" here]]. |
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| There are two textbooks on reserve in the [[http://library.mines.edu/|Arthur Lakes Memorial Library]]. | |
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| This course is taught in two pedagogical styles: * The first portion of the course (approximately 3-4 weeks) will be taught in a traditional lecture format taking the opportunity to use ad-hoc partner or group work when appropriate. * The balance of the semester will use formal learning groups of 4--5 students each. Students will solve problems in compiler design and implementation during formal lecture period, and work outside of lecture on the development of a compiler. * Students should attend lecture having completed the current reading (research) assignment. |
This will not be a traditional lecture course. Instead, it will be taught using an '''[[http://en.wikipedia.org/wiki/Active_learning|active learning]]''' technique known as '''formal learning groups'''. Here is how they will work. A semester will have three rounds of learning groups (LGs), each about five weeks long. Students will be randomly assigned to learning groups at the beginning of each round. 1. "Lectures" will begin immediately with '''learning group time'''. LGs should review the previous assignment's learning goals and discuss the new content. LGs are expected to rearrange the room furnishings to accommodate their group work. Instructor(s) will circulate through the learning groups to record [[ParticipationGrade|participation points]], observe discussions, and answer questions. 1. After the initial group time lecture will take two different shapes depending on instructional needs: A. There will be a brief discussion of the current assignment's topics, perhaps working through a few example problems. This will be led by the instructor but guided by student input. Important topics in the next reading assignment will be introduced to the students. And the duration of the lecture period will be short problem solving time (still in learning groups) '''or''' a more formal (but short-lived) lecture period. A. Or, there will be a more formal lecture over the current important algorithms and data-structures being covered in the LGAs. 1. Before the end of most lecture periods, learning groups will have an opportunity to see the next group assignment and discuss how the work load will be divided among the members. |
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| || Individual Quiz and Assignment scores || 10% || From "part one" of the course || || Group Quizzes and Assignment score || 10% || From "part two" of the course || |
|| [[#LGQs|Group score on quizzes]] || 10% || Median score of your group members, weighted evenly.<<FootNote(With some reasonable caveats)>> || || Quizzes || 10% || Weighted evenly. || || [[#Assignments|Individual programming and written assignments]] || 10% || Read about '''[[#LatePenalties|late penalties]].''' || || Midterm Exam || 15% || || |
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| || Group Project scores || 50% || '''Contingent on acceptable participation scores. || | || Group Project scores || 25% || '''Contingent on acceptable participation scores.''' || |
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| == Weights == Quizzes and assignment scores may we worth different numbers of points, but their percentile grades are all weighted the same when calculating their contribution to your course grade. |
== Learning Group Quizzes == <<Anchor(LGQs)>> At the end of each learning group round, there will be a '''quiz''' over the material covered during the learning group. These are '''Learning Group Quizzes'''. These quizzes will be taken '''independently''' by each LG member, but each member's course grade will be based (in part) on their individual performance '''as well as their learning group's performance'''. |
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| == Group Quizzes and "Assignments" == * Groups earn the median score of the members' individual quiz grades. * Group "assignments" will result in one grade for the entire group. |
== Assignments == <<Anchor(Assignments)>>Programming and written assignments may we worth different numbers of points, but their percentile grades are all weighted the same when calculating the "Assignment" portion of your course grade. |
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| == Details == | |
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| = Institutional Support = 1. Those students who qualify for disability accommodations must request Student Disability Services deliver each professor a ''Confidential Letter of Required Accommodations'' to ensure accommodations are met. More information is [[http://disabilities.mines.edu/|at this link]]. 1. ''The Writing Center'', located in Stratton 306, is here to help all members of the Mines community with writing projects at any stage of the writing process. Writing Consultants will help you understand an assignment; brainstorm, develop and organize ideas; cite sources; narrow your focus; and/or fine-tune your writing for polish, clarity, adherence to grammatical conventions, etc. You are welcome to bring in your scholarship letters, application letters, theses, dissertations, academic journal articles, resumes, cover letters, research papers, summaries, abstracts, NHV essays, EPICS writing assignments, and personal writing projects with which you would like help. To make an appointment, please visit our online scheduling system at: http://mines.mywconline.com. Questions can be directed to Shira Richman, Writing Center Director, at: srichman@mines.edu or 303-273-3484. We look forward to working with you. |
<<Include(ExamNoShowPolicy)>> <<Include(InstitutionalSupport)>> |
Textbook
Charles N. Fisher, Ron K. Cytron, Richard J. LeBlanc, Jr, Crafting a Compiler, Addison-Wesley, 1ed, ISBN-13: 978-0-13-606705-4
There are two textbooks on reserve in the Arthur Lakes Memorial Library.
Learning Methods
This will not be a traditional lecture course. Instead, it will be taught using an active learning technique known as formal learning groups. Here is how they will work.
A semester will have three rounds of learning groups (LGs), each about five weeks long. Students will be randomly assigned to learning groups at the beginning of each round.
"Lectures" will begin immediately with learning group time. LGs should review the previous assignment's learning goals and discuss the new content. LGs are expected to rearrange the room furnishings to accommodate their group work. Instructor(s) will circulate through the learning groups to record participation points, observe discussions, and answer questions.
- After the initial group time lecture will take two different shapes depending on instructional needs:
There will be a brief discussion of the current assignment's topics, perhaps working through a few example problems. This will be led by the instructor but guided by student input. Important topics in the next reading assignment will be introduced to the students. And the duration of the lecture period will be short problem solving time (still in learning groups) or a more formal (but short-lived) lecture period.
- Or, there will be a more formal lecture over the current important algorithms and data-structures being covered in the LGAs.
- Before the end of most lecture periods, learning groups will have an opportunity to see the next group assignment and discuss how the work load will be divided among the members.
Student Evaluation
Students should familiarize themelves with the collaboration policy for graded work.
Grade Component |
Course Grade Weight |
Notes |
Participation |
5% |
Instructor and peer evaluation |
10% |
Median score of your group members, weighted evenly.1 |
|
Quizzes |
10% |
Weighted evenly. |
10% |
Read about late penalties. |
|
Midterm Exam |
15% |
|
Final Exam |
25% |
The final exam must be passed (60% or more) |
Group Project scores |
25% |
Contingent on acceptable participation scores. |
Learning Group Quizzes
At the end of each learning group round, there will be a quiz over the material covered during the learning group. These are Learning Group Quizzes. These quizzes will be taken independently by each LG member, but each member's course grade will be based (in part) on their individual performance as well as their learning group's performance.
Assignments
Programming and written assignments may we worth different numbers of points, but their percentile grades are all weighted the same when calculating the "Assignment" portion of your course grade.
Students and student groups have one week to review and contest graded work. Contact the instructor via Email with any assignment grading concerns.
- Assignments may not be re-submitted after they have been graded, even if the re-submission is before the assignment deadline.
Late Policy: 10% off for first 24 hours, 15% off for second 24 hours, 40% of for the third 24 hours (3 days late). Assignments posted 4 days or more after the due date are not graded. Weekends count as late days.
Exam "No Show" Policy
Failure to sit for a scheduled exam (without an incredibly good explanation) incurs the same "late penalty" as for late assignments in the course. The "lateness" is measured between the scheduled exam time and when your instructor or course coordinator is informed of your absence.
If there is no policy for late assignments in a course, the following will be used: 10% off for first 24 hours, 20% off for second 24 hours, 40% off for the third 24 hours. Beyond this (again, without an incredibly good explanation) a zero will very likely be recorded for the exam grade.
Students are not guaranteed the opportunity to take a make-up exam; leniency in these matters is at the discretion of the course instructor(s).
Institutional Support
Disability Support Services
The Colorado School of Mines is committed to ensuring the full participation of all students in its programs, including students with disabilities. If you are registered with Disability Support Services (DSS) and I have received your letter of accommodations, please contact me at your earliest convenience so we can discuss your needs in this course. For questions or other inquiries regarding disabilities or academic accommodations, I encourage you to visit https://disabilities.mines.edu/ for more information.
Discrimination, Harassment and Title IX
All learning opportunities at Mines, including this course, require a safe environment for everyone to be productive and able to share and learn without fear of discrimination or harassment. Mines’ core values of respect, diversity, compassion, and collaboration will be honored in this course (More information can be found here) and the standards in this class are the same as those expected in any professional work environment. Discrimination or harassment of any type will not be tolerated. As a participant in this course, we expect you to respect your instructor and your classmates. As your instructor, it is my responsibility to foster a learning environment that supports diversity of thoughts, perspectives and experiences, and honors your identities. To help accomplish this:
- Course rosters are provided to the instructor with the student’s legal name. I will honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.
- If something is said or done in this course (by anyone, including myself) that made you or others feel uncomfortable, or if your performance in the course is being impacted by your experiences outside of the course, please report it to:
Me (your course instructor). If you are not comfortable discussing the topic with myself, please consider
the Wellness Center for Counseling (https://www.mines.edu/counseling-center/), or
Speak Up which is an anonymous option to report anything that makes you uncomfortable (https://www.mines.edu/speak-up/)
In this course, we will cultivate a community that supports survivors, prevents interpersonal violence, and promotes a harassment free environment. Title IX and Colorado State law protects individuals from discrimination based on sex and gender in educational programs or activities. Mines takes this obligation seriously and is committed to providing a campus community free from gender and sex-based discrimination. Discrimination, including sexual harassment, sexual violence, stalking, and domestic violence, is prohibited and will not be tolerated within the Mines campus community. If these issues have affected you or someone you know, you can access the appropriate resources here: http://www.mines.edu/title-ix/. You can also contact the Mines Title IX Coordinator, Karin Ranta-Curran, at 303-384- 2558 or krcurran@mines.edu for more information.
Division of Humanities and Social Sciences (HASS) Writing Center
Located in room 133 Alderson Hall (phone: 303-273-3085), the HASS Writing Center is a teaching facility providing all CSM students with an opportunity to enhance their writing proficiency. The HASS Writing Center faculty are experienced technical and professional writing instructors. The Center assists writers with all their writing needs, from course assignments to scholarship applications, proposals, letters and resumes. This service is free to CSM students and includes one-to-one tutoring and online resources. https://hass.mines.edu/enrichment/campus-writing-program/
With some reasonable caveats (1)