- The CS123 cases tend to be web-based or Java-oriented, so the

students probably don't feel the need to learn C++. I know they'll find it useful because the industry wants (expects, even!) C++ programming skills, so we're teaching it because they need some background in it, but I don't think they'll practice it a lot unless they see that really need it. It will be hard for them to concentrate on that when they're working on a project in another language.

How important is C++ programming? I'm probably just going to give them a very light background - syntax, header files and implementation files, methods, objects and classes (and friends, of course), maybe even multiple inheritance, but not GUI because there's no real standard. We might be able to do networking, but it's somewhat iffy, as their projects won't require it. Thoughts:

(a) They have to worry about CS152, CS101, and the implementation of their CS123 project (which will probably be in a different language), so they might not work on C++ as much. After all, CS123 is a software engineering course, not a language course. We'll keep C++ light and easy.

(b) We can force them to learn C++ if we make it a required part of their project. Java clients and a C++ server pass text data over the network. If so, then we'll place more emphasis on databases and networking, and less on OOP. This is more risk, but makes C++ a bit more useful.

(c) Teach them C++. Allow them to choose between starting with a Java or a hybrid Java/C++ system. If they work on a Java version first, they'd have worked through some of the logic bugs in the Java version, and they have a working version to restore if they can't get the C++ version to work... Then they can just do translation (with lots of kludging). Upside: trains them to port. Downside: They'll essentially be translating, so they might not appreciate multiple inheritance, friends, and other weird C++ features.


- I've used mindmaps for two days in a row now, and it's been a lot of

fun. I don't refer to it that often, but it's there for the students to look at, and I've used it to organize my notes on nifty projects and topics to be discussed. The mindmapping software I use is called Freemind, and it can be downloaded from http://freemind.sourceforge.net .

- I structured boolean logic and truth tables as an informal lab

experiment. Next time, I can prepare a nice page with the objectives and instructions.

- Making the students' projects publicly viewable seems like a good

idea. They add a lot more comments to their code so that other students can learn from their programs, and they include additional features we haven't discussed yet. I use their code as examples in class. I'm also excited about checking projects - they're not rehashes of the same thing, and even the ones that are feature-equal have different questions on the flashcards.

Potential downside: Some students might be intimidated by other people who are so much faster. We discuss important concepts in class, and I point out probable errors. A number of students have dropped in for consultation - some review old topics, some want to learn more. I think this is not really a problem.

Priorities - A: high, B: medium, C: low; Status - _: unfinished, X: finished, C: cancelled, P: pending, o: in progress, >: delegated. Covey quadrants - Q1 & Q3: urgent, Q1 & Q2: important
A1XGet laptop-net configuration working

School forum 4 to 6


1. "Blogs in the Workplace" : 10:17

Categories: None -- Permalink
There is growing interest among businesses, educational institutions, and government agencies to use Web logs (blogs) rather than email for internal communications. Community Connect director of operations Nicholas Tang uses blogs to coordinate ... http://www.acm.org/technews/articles/2003-5/0707m.html#item7

2. "White-Collar Sweatshops" : 10:18

Categories: None -- Permalink
Laid-off U.S. high-tech workers are disheartened by employers bringing in foreign workers on H-1B visas and outsourcing IT operations to overseas labor; not only are more critical white-collar positions such as programming and software ... http://www.acm.org/technews/articles/2003-5/0707m.html#item11

3. School forum : 16:50

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Notes on the minutes

- Dr. Beni: JGSOM - Dr. Intal - page 3: Dr. Rodrigo 4th line, "paint jobs", not "pained jobs" - page 6: 5.6 - Lani Santos should be Gng. Corazon Lalu Santos

  1. 3, last 2 lines: faculty association; not sure if he had said that.

    Not sure if quoted directly.

  2. 4 samahan as union; samahan should be association. Reyes - page 9

approval of the minutes: 4:50 pm Fr. Roche, Babian ...?

Curriculum Revisions (MA and PhD psychology): 10 minutes
Dr. Montial

Changing the graduate programs in psychology - adding a nonthesis track for all the four MA programs - PhD: changing the social psychology track to social organization

Spirit: want to make the MA level really strongly applied for professionals who are working and applying knowledge out in the field, and PhD more for those who want careers in the academe or in research. Stronger scholarly aspect.

Overview of the changes
Powerpoint slide. Thesis track, non-thesis track. New: Developmental psychology Applied social psychology

Non-theses: Master of Psychology instead of Master of Arts in Psychology

Developmental psychology track reason: focus on child psychology before, but now more on human development across all stages in life, including old age. (Don't worry, you'll be included here.)

Social and Community Psychology: focus of social psych around 20 to 25 years ago. Now applied social psychology track, will tend to cover issues tackled by social scientists - peace, environment, women...

PhD in Social Psychology to PhD in Social-Organizational Psychology: industrial psychology niche

Admission: additions. More industrial experience needed in non-thesis. Coursework: classroom courses are the same. Main difference - culminating project. Developmental psychology tracks.

Nature of the non-thesis substitute (culminating project)

Purpose: apply knowledge and do projects that will be useful for current and future practitioners in their areas of concentration.


Course changes that will accompany the proposed changes in the programs


Ateneo College Education Survey



- Detdet, psych: ask the research team for recommendations for further

follow-up research? Placement: We wanted to give the same questionnaire to the next batch of graduates, and also follow-up studies by school. Detdet: Would be nice to hear what the students have to say - individual interviews, focus groups...

- Ricky: Spurious correlations? The difference between schools might

be a function of gender. (Placement: we could do that as a followup)

- The history guy: alumni?

- SOSE can enlighten us about the patterns that appeared this

afternoon? Placement: Dr. Dayrit?

Basic Courses for Freshman Year

4. Quickbooks and Linux : 22:29

Categories: None -- Permalink

This might work, considering my mom doesn't really have to print...