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How Harvard Teaches CS Students How To Code (kqed.org)
Harvard computer science professor David J. Malan "is pretty amazing!" says long-time education-watcher theodp. And he's sharing a link to the online version of Malan's famous CS50 class, "if you can't pony up the estimated $63,025-a-year sticker price to take 'the quintessential Harvard (and Yale!) course' on campus."
KQED's education site "MindShift" reports: Malan's class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that's equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the "less comfortable" group has dominated his 700-person course. "At the end of the day all students are treated with the same expectations," said Malan, speaking at the Building Learning Communities conference in Boston.
Students are graded based on each individual's growth; Malan and his team of teaching assistants don't use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it's time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started...
The course includes a tool that rewrites error messages to make them easier to understand, plus a code-checking tool which they're planning to open source. There's also a cloud-based IDE which "allows students to access their code from multiple locations," though students can also submit their code through GitHub. (The original submission complains that Harvard's students are "coddled.") But Malan says the class works partly because there's an intentionally social aspect to it -- including numerous teaching assistants holding office hours in public spaces and "the human structure within the course." Guest lecturers have even included Mark Zuckerberg and Steve Ballmer.
But all these technical details don't really capture the wild flavor of the course and all of its multimedia bells and whistles. Malan's fast-paced lectures often close with relevant clips from movies -- for example, a lecture on cryptography which ended with video from a movie you'd see "if you turn on your TV on December 24th."
KQED's education site "MindShift" reports: Malan's class attracts students who have never taken computer science before, as well as kids who have been coding a long time. His goal with this diverse group of learners is to create a community that's equal and collaborative. One way he does this is by asking students to self-identify by comfort level. Those groups become different section levels, and they sometimes get different homework, but harder assignments are not worth more credit. Malan said recently that the "less comfortable" group has dominated his 700-person course. "At the end of the day all students are treated with the same expectations," said Malan, speaking at the Building Learning Communities conference in Boston.
Students are graded based on each individual's growth; Malan and his team of teaching assistants don't use absolute measures when assigning grades. Instead, they look at scope, how hard the student tried, correctness, how right the work was, style, how aesthetic the code is, and design, which is the most subjective. When it's time to assign grades, Malan and his teaching fellows have lots of in-depth conversations about how each student has improved relative to where he or she started...
The course includes a tool that rewrites error messages to make them easier to understand, plus a code-checking tool which they're planning to open source. There's also a cloud-based IDE which "allows students to access their code from multiple locations," though students can also submit their code through GitHub. (The original submission complains that Harvard's students are "coddled.") But Malan says the class works partly because there's an intentionally social aspect to it -- including numerous teaching assistants holding office hours in public spaces and "the human structure within the course." Guest lecturers have even included Mark Zuckerberg and Steve Ballmer.
But all these technical details don't really capture the wild flavor of the course and all of its multimedia bells and whistles. Malan's fast-paced lectures often close with relevant clips from movies -- for example, a lecture on cryptography which ended with video from a movie you'd see "if you turn on your TV on December 24th."
If you pay 63k/year, expect an A.
You are part of the problem.
"First they came for the slanderers and i said nothing."
Was from a famous university with an over $50k/year price tag for tuition. Not Ivy League, but not far from it in prestige.
- Couldn't use Google to answer truly dumbass questions like "derp derp how do I run duh script." (Answer it was inter-name script)
- Couldn't pick up a new language to save his life.
Dude quit his job like 2-3 weeks after starting.
We could have gone down to a Northern Virginia Community College (very good CC, on par with most of Virginia's 4 year schools as much as a 2 year school can be), swung a dead cat into a filled CS room and every candidate it hit would have done better than this guy.
I have also been involved in hiring new programmers. Once in a while we get a gem, fresh out of college, who can actually write code that solves problems they haven't seen before. They can figure it out, and they can make it work.
Most of the candidates, with Computer Science or Software Engineering degrees, freeze up when given a problem that requires them to create their own data structure and write an algorithm to traverse it, in order to solve a business problem. Every piece of the problem is straight out of algorithms textbooks, and yet these A-students can't do it.
It isn't that all of the candidates are stupid. Well, some of them may be, but many of them are quite smart; they have just been victimized by an education system that makes its money by dumbing-down the criteria to cater to a huge group of people who want the degree (presumably for the money) but don't want to get their hands dirty doing the work. It has created quite a challenge for us, since we are needing to try and use the interview to gauge intelligence and the ability to learn programming skills on the job, rather than a simple proof of existing abilities.
Don't even bother asking green candidates about how to make their software secure. Just assume you will have to teach them all of that on the job.
If someone is going into CS or EE they better be able to program by the time they _start_ college. They've had about 18 years at that point.
Schools wouldn't accept an English major that didn't already know how to write, at least a little.
A CS freshman that doesn't code is like a music major that doesn't play an instrument. Wasting his/her time.
John McAfee 'It was like that time I hired that Bangkok prostitute; to do my taxes, while I fucked my accountant'
A mish-mash of random topics with no proper introduction nor depth. It's a show, where Malan is the star and only performer, every night, as the whole course is presented as such.
Nobody who takes CS50 learns anything solid. It's just loose fragments of knowledge without any real theory or application to use it in.