A fundamental problem in computer science is that of organizing data so that it can be used effectively. This course introduces basic data structures and their applications. Major themes are the importance of abstraction in program design and the separation of specification and implementation. Program correctness and algorithm complexity are also considered. Data structures for lists, stacks, queues, dictionaries, sets, and graphs are discussed. This course will provide advanced programming experience.

A fundamental problem in computer science is that of organizing data so that it can be used effectively. This course introduces basic data structures and their applications. Major themes are the importance of abstraction in program design and the separation of specification and implementation. Program correctness and algorithm complexity are also considered. Data structures for lists, stacks, queues, dictionaries, sets, and graphs are discussed. This course will provide advanced programming experience.

A continuation of COSC 111. This course will emphasize more complicated problems and their algorithmic solutions. The object-oriented programming paradigm will be discussed in detail, including data abstraction, inheritance, and polymorphism. Other topics will include stacks, queues, linked lists, programming for graphical user interfaces, and basic topics in probability. A laboratory section will meet once a week to give students practice with programming constructs.

Requisite: COSC 111 or consent of the instructor. Fall semester: Professor Rager. Spring semester: The Department.

A continuation of COSC 111. This course will emphasize more complicated problems and their algorithmic solutions. The object-oriented programming paradigm will be discussed in detail, including data abstraction, inheritance, and polymorphism. Other topics will include stacks, queues, linked lists, programming for graphical user interfaces, and basic topics in probability. A laboratory section will meet once a week to give students practice with programming constructs.

Requisite: COSC 111 or consent of the instructor. Fall semester: Professor Rager. Spring semester: The Department.

Accents can be global and local, ethnic and national, cosmopolitan and provincial, unconscious and performative, racialized and gendered—often all at once. And yet, although everyone speaks with an accent, some accents are heard as “neutral” whereas others are heard as “accented.” These differences have serious implications: accent can be a passport for entry or grounds for discrimination, leading to the denial or approval of asylum claims and job or housing applications.

In the United States, a child’s address, more than any other factor, determines what kind of public education he or she will receive. A complex set of historical forces including local and federal housing policies, mortgage lending practices, highway construction, and school districting has channeled particular economic, racial, ethnic, and linguistic groups into particular neighborhoods, where many remain today. And because public schools are funded by local property taxes and influenced by neighborhood boundaries, they often become harnessed to a narrative of inequality.