2024 ASEE Annual Conference & Exposition

In computer science curricula, the inclusion of assembly language programming is commonplace regardless of students' focus on computer science (CS) or computer engineering (CE) majors. The key objective within our university's(University of California, Santa Cruz) foundational "Computer Systems and Organization" (CSE12) course is dual-fold: to cultivate a deep understanding of machine architecture's programmer model and to seamlessly prepare both CS and CE undergraduates for the advanced concepts in the subsequent "Computer Architecture" (CSE120) course.
Current literature also highlights the merits of teaching assembly language, positing that it enables proficiency in higher-level programming languages. However, transitioning from an introductory high-level language-based programming to assembly language can be jarring due to the stark contrast in instruction paradigms. In response, we have reimagined assembly language assignments within CSE12. Leveraging the open-source RARS assembly language runtime emulator, we have reshaped lab exercises to better emulate scenarios akin to those encountered in high-level language programming. This transforms RARS into a Notional Machine that bridges the gap between high-level language abstractions and low-level assembly implementation. Gathering quantitative and qualitative feedback from course surveys, our study reaffirms the effectiveness of this pedagogical strategy. Preliminary data suggest that students not only gain a deeper comprehension of machine architecture but also exhibit improved readiness for subsequent courses, underscoring the notional machine's role in facilitating a smoother transition between programming paradigms. This abstract encapsulates our ongoing efforts to refine computer science curricula, highlighting the promising impact of RARS in enriching students' educational experiences.