Kim B Bruce

Pomona College, Computer Science, Faculty Member

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Programming Language Design, esp. type theory of object-oriented languages. Computer Science education. Semantics and pragmatics of natural languages.
Address: Department of Computer Science
Pomona College
185 E. Sixth St.
Claremont, CA 91711

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Jonathan Zittrain

Harvard University

Beat Signer

Vrije Universiteit Brussel

Julita Vassileva

University of Saskatchewan

John F Dooley

Knox College

Antoine Meyer

Université Gustave Eiffel

Roshan Chitrakar

Nepal College of Information Technology

Lev Manovich

Graduate Center of the City University of New York

Dr. Shadab Alam

Jazan University

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Ferhat Bozkurt

Ataturk University

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Papers by Kim B Bruce

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Higher-order Logic

Journal of Symbolic Logic, Sep 1, 1989

Attracting (& keeping) the best and the brightest

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Controversy on how to teach CS 1

SIGCSE bulletin, Jun 1, 2005

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Point-CounterpointCritical reflection need not mean accreditation

ACM Inroads, Feb 8, 2019

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Adding Bounded Polymorphism to SOOL

This chapter contains sections titled: Introducing PSOOL, Translational semantics of PSOOL, Summary

The Objectdraw Event-Handling Library Contact Information

Problem Statement: As detailed in sections A3 and A4 of the Task Force’s Taxonomy of Problems in ... more Problem Statement: As detailed in sections A3 and A4 of the Task Force’s Taxonomy of Problems in Teaching Java, event-driven programming can provide an attractive introduction to object-oriented programming. Yet it is difficult to teach to novices because of the heavy syntactic overhead in using event-driven programming in standard Java. One reason for the attraction of event-driven programming is that the programs students use are event-driven rather than being based on line-oriented input and output. An even more important reason is that event-driven programming leads to programs that naturally involve a number of short methods that are called in response to events rather than a large monolithic program. Thus students don’t have to be taught later to break code into small pieces, and they get experience writing methods that might be called in different orders. The main problem is how to support the event-handling style without the overhead of having students declare classes that i...

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Improved Semantics for Classes

The ACM java task force

Proceedings of the 36th SIGCSE technical symposium on Computer science education - SIGCSE '05, 2005

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PolyTOIL: A Type-Safe Polymorphic Object-Oriented Language

Springer eBooks, Nov 11, 2007

PolyTOIL is a new statically typed polymorphic object-oriented programming language that is prova... more PolyTOIL is a new statically typed polymorphic object-oriented programming language that is provably typesafe. By separating the definitions of subtyping and inheritance, providing a name for the type of self, and carefully defining the type-checking rules, we have obtained a language that is very expressive while supporting modular type-checking of classes. The matching relation on types, which is related to F-bounded quantification, is used both in stating type-checking rules and expressing the bounds on type parameters for polymorphism. The design of PolyTOIL is based on a careful formal definition of type-checking rules and semantics. A proof of type safety is obtained with the aid of a subject reduction theorem.

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Panel

Object-oriented programming is widely taught in introductory computer science courses, however no... more Object-oriented programming is widely taught in introductory computer science courses, however no existing objectoriented programming language is "the obvious choice" for a teaching language. This makes it harder to transfer skills, techniques, and teaching materials between courses and between institutions, and leaves employers uncertain what they should expect new graduates to know. We believe that the object-oriented programming languages community should take this opportunity to work together to select, shape, or design the next educational programming language, and propose a set of principles that the language should follow. The purpose of this panel is to start a dialog with the educational community to refine these principles and to consider next steps.

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On Binary Methods

Theory and Practice of Object Systems, 1995

Giving types to binary methods causes signi cant problems for object-oriented language designers ... more Giving types to binary methods causes signi cant problems for object-oriented language designers and programmers. This paper o ers a comprehensive description of the problems arising from typing binary methods, and collects and contrasts diverse views and solutions. It summarizes the current debate on the problem of binary methods for a wide audience.

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Grace's Inheritance

The Journal of Object Technology, 2017

This article is an apologia for the design of inheritance in the Grace educational programming la... more This article is an apologia for the design of inheritance in the Grace educational programming language: it explains how the design of Grace's inheritance draws from inheritance mechanisms in predecessor languages, and defends that design as the best of the available alternatives. For simplicity, Grace objects are generated from object constructors, like those of Emerald, Lua, and Javascript; for familiarity, the language also provides classes and inheritance, like Simula, Smalltalk and Java. The design question we address is whether or not object constructors can provide an inheritance semantics similar to classes.

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A Report on a Joint Task Force of the Computer Society of the IEEE and the Association for Computing Machinery

Teaching programming with Grace at Portland state

Journal of Computing Sciences in Colleges, Oct 1, 2018

The Grace programming language has been a work-in-progress since 2010, when a group of educators ... more

Foundations of Object-Oriented Languages

This issue contains papers selected from the fifth Workshop on the Foundations of Object-Oriented... more This issue contains papers selected from the fifth Workshop on the Foundations of Object-Oriented Languages (FOOL), held in San Diego, California on January 17 and 18, 1998, in conjunction with the 25th ACM Symposium on Principles of Programming Languages (POPL '98). The workshop consisted of three invited lectures, and 12 contributed papers selected by the program committee. The three papers in this issue were selected from those presented at the workshop. The FOOL workshops were initiated by Kim Bruce and Giuseppe Longo in 1993 with the assistance of grants from the NSF and ESPRIT to bring together researchers from around the world to discuss the theoretical foundations of object-oriented languages. Attendance at the first two workshops, held at Stanford University and CNAM in Paris, respectively, were by invitation only. Beginning with the FOOL 3 workshop, held in Brunswick, New Jersey, the workshops have been open to the public. FOOL 4, held in Paris in affiliation with POPL '97, attracted over 100 attendees. The most recent workshop, FOOL 8, was held in London, in January of 2001. Specific topics addressed in the workshop have included semantics, foundational calculi, type theory, and program verification of object-oriented languages. More recently special efforts have been made to include contributions on foundational issues related to concurrent and distributed object-oriented languages, and database languages with object-oriented features. More information about the FOOL workshops, including reports on previous workshops, can be found at the url http://www.cs.williams. edu/∼kim/FOOL/.

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Controversy on how to teach CS 1

SIGCSE bulletin, Jun 28, 2004

A discussion took place on the SIGCSE mailing list in late March of 2004 that raised important is... more A discussion took place on the SIGCSE mailing list in late March of 2004 that raised important issues on how to teach introductory courses using Java. This article attempts to summarize several of the important points raised during this discussion, among them whether or how objects should be taught early or late in a CS 1 course, or indeed whether object-oriented languages should be postponed until a second course.

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Pedagogies and Tools for Learning Object-Oriented Concepts

Type Problems in Object-Oriented Languages

In recent years, object-oriented programming has emerged as the dominant computer programming sty... more In recent years, object-oriented programming has emerged as the dominant computer programming style, and object-oriented languages such as C++ and Java enjoy wide use in academia and industry. This text explores the formal underpinnings of object-oriented languages to help the reader understand the fundamental concepts of these languages and the design decisions behind them.The text begins by analyzing existing object-oriented languages, paying special attention to their type systems and impediments to expressiveness. It then examines two key features: subtypes and subclasses. After a brief introduction to the lambda calculus, it presents a prototypical object-oriented language, SOOL, with a simple type system similar to those of class-based object-oriented languages in common use. The text offers proof that the type system is sound by showing that the semantics preserves typing information. It concludes with a discussion of desirable features, such as parametric polymorphism and a MyType construct, that are not yet included in most statically typed object-oriented languages.