Proceedings Sixth Workshop on Trends in Functional Programming in Education

The Sixth International Workshops on Trends in Functional Programming in Education, TFPIE 2017, was held on 22 June 2017 at the University of Kent, in Canterbury, UK, and was co-located with TFP, the Symposium on Trends in Functional Programming. The goal of TFPIE is to gather researchers, professors, teachers, and all professionals interested in functional programming in education. This includes the teaching of functional programming, but also the application of functional programming as a tool for teaching other topics and disciplines. A particular topic of this year's TFPIE was that of MOOCs and other online learning and, as well as a session on this, we were delighted to welcome Heather Miller of EFPL and Northeastern University to give a keynote on this topic entitled "Functional Programming for All! Scaling a MOOC for Students and Professionals Alike". Heather works on and around the Scala programming language and is Executive Director of the Scala Center.

The Second International Workshop on Trends in Functional Programming in Education, TFPIE 2013, was held on May 13, 2013 at Brigham Young University in Provo, Utah, USA. The goal of TFPIE is to gather researchers, professors, teachers, and all professionals interested in functional programming in education. Submissions were vetted by the TFPIE 2013 program committee using prevailing academic standards. The 2 articles in this volume were selected for publication as the result of this process. Tobin-Hochstadt and Van Horn report on their solution to the difficult transition between the first semester course in functional programming (using languages, programming environment, etc. intended for teaching) to the second semester course in object-oriented programming (with a production-oriented language, environment, etc.). Finding that this confusing circumstance made the key concepts hard to grasp for students, the authors present and evaluate a new introduction to the second semester course, based on the environment and languages the students used before, that focusses on key object-oriented concepts. Caldwell lays out an education narrative that focusses on reasoning about programs, using structural induction principles. He argues that more such formal reasoning should get more emphasis in programming education and demonstrates the feasibility thereof by reporting on his experiences using this narrative in the functional programming course at the University of Wyoming.

The Trends in Functional Programming Symposia are an annual event dedicated to promoting new research directions in functional programming and to investigating the relationship between functional programming and other branches of Computer Science. The TFP series started in 1999 and the 2008 meeting marked the first decade of the symposium. In this paper we identify and discuss the trends presented at TFP using a macro-vision lens that looks at topics in the first two volumes of TFP and the two most recent volumes of TFP. The goal is to calibrate how trends have changed over a decade instead of analyzing trends with a micro-vision lens that focuses on changes from year to year. The major trends identified are work on parallel functional programming, types, formal verification, implementation of functional languages, and application development.

Proceedings Second Workshop on Trends in Functional Programming In Education

Trends in Functional Programming (volumes 1 & 2) by Greg Michaelson, Phil Trinder and Hans-Wolfgang Loidl (editors volume 1), and Stephen Gilmore (editor volume 2). Intellect Books, Bristol, 2001, 2002 - Volume 13 Issue 4

“Once and Future” Directions in Language Teaching and Life: An Interview with Marianne Celce-Murcia Bahiyyih Hardacre University of California, Los Angeles When professor Celce-Murcia retired in 2002, she was interviewed by IAL; back then she talked a little about her early studies and educational background, and about changes she had witnessed not only in the field of applied linguistics and teaching English to speakers of other languages (TESOL) but also within our department, with our newly created undergraduate minor in TESL – Teaching Eng- lish as a Second Language. In addition, she outlined two of her most impressive works: The Grammar Book (co-authored with Diane Larsen-Freeman) and Teaching Pronunciation (co-authored with Janet Goodwin and Donna Brinton). But contrary to what one would expect, retiring for her did not mean going home victoriously at last, to find the long-deserved and inviting arms of Morpheus; after all, she had already greatly contributed to society with an impressive list of accomplishments and hallmark books that are still hailed as the best of their kind. Instead, it was just the beginning of a new set of challenges and projects. In this interview, Marianne addresses some of the projects and hardships that awaited her after her retirement, along with her unexpected appointment to serve as dean of English programs at the American University of Armenia, and the creation and co-editing of an innovative discourse-based ESL textbook series. Professor Emerita of Applied Linguistics & TESL at the University of Cali- fornia, Los Angeles, where she taught and mentored graduate students for thirty years, Marianne Celce-Murcia has published widely in the areas of language teaching methodology (including discourse-based approaches), the teaching of pronunciation, and pedagogical grammar. She has administered various TESOL related programs around the world, including the UCLA ESL Service Course pro- gram in 1975, the UCLA Summer Program for Soviet Teachers of English in 1976, and the Fulbright Summer Program for Egyptian Teachers of English at UCLA in 1987. She was awarded the UCLA Distinguished Teaching Award in 1976, selected for the Danforth Foundation’s Associate Program in 1977, and she was acting chair of the department in 1990. In 1997, Heinle & Heinle Publishers presented her with their Lifetime Achievement Award and New York University awarded her the Malkemes Prize for one of her published papers in 2007. Celce-Murcia’s main research interests are (a) empirical corpus-based studies of English syntax, discourse, and lexicon, (b) the application of findings in functional language analysis or applied linguistic theory to the preparation and testing of teaching materials, (c) developments in language analysis (functional syntax and discourse), and (d) Issues in Applied Linguistics © 2008, Regents of the University of California ISSN 1050-4273 Vol. 16 No. 2, 175-190

Eclipse is a powerful integrated development environment (IDE) for Java1 targeted at professional software developers. However, Eclipse is poorly suited for use in introductory computing education because the complexity of its interface and the associated computing environment can overwhelm beginners. In contrast, DrJava is a friendly, highly interactive IDE targeted at teaching Java to beginners. DrJava has a simple interface consisting of a Definitions pane for entering and editing program text and an Interactions pane for evaluating arbitrary Java statements and expressions given the program in the Definitions pane. This interface frees students from the complication of defining main methods for their programs and encourages them to explore the Java language by conducting simple experiments.We have developed a plug-in for Eclipse, based largely on the existing DrJava code base, that provides an Interactions pane to Eclipse with precisely the same capabilities as the Interactions pane in DrJava, along with a simplified user interface. With this plug-in, Eclipse becomes a suitable vehicle for teaching introductory programming, enabling instructional programs to use the same IDE for all levels of the programming curriculum. In addition, it provides professional developers with a convenient mechanism for interactively evaluating arbitrary program text during program development --- a common feature of programming interfaces for functional languages like Scheme and ML.

Fundamental principles of programming are being added to many school curricula world-wide. In New Zealand, digital technologies progress outcomes and assessment standards have recently been added to the national school curriculum. Among other things, the curriculum and assessment standards relate to aspects of code quality and decomposition as well as producing the logic and syntax of functional programs. To understand how teachers provide feedback to support student learning in these areas we conducted a survey relating to feedback on programming in the classroom. The survey focused on subcategories of feedback relating to the syntax, style and semantics of the code. We present the results of the survey which showed several themes that relate to categories of feedback. The paper outlines implications for what further support and research could be valuable.