They should use modern texts to ground the basics.
Most modern text books come with modern applications exercises and scenario.
From: Simon Mbuthia <simon.mbuthia@gmail.com>
To: Skunkworks Mailing List <skunkworks@lists.my.co.ke>
Sent: Mon, February 21, 2011 11:45:55 PM
Subject: Re: [Skunkworks] Computer Science Curriculum Development
Solomon.. I think your points are the best so
far.
I remember hearing from some professor [not computer science] during orientation that the university is a place where you come to learn, not to be taught. And I never could agree more with her. What we are looking for here is what the uni could possibly do to instill this attitude into its students, rather than teach students how to do this, that and the other. Perhaps more extensive research would do.
I noticed two kinds of students in uni. One kind is the type that thirsts after knowledge, always seeking to know more and having a curious mind. The other kind was the type that when confronted with a problem, they wouldn't bother trying to solve it coz they "haven't been taught how to solve that one". The second type would think that the first type was brainier, which made it worse, because rather than try and tackle the said problem, they would seek assistance form the first kind, who would be busy researching on something else and not having time to help. The second type would then walk away sad, accusing the first type of being too proud to assist. I believe that the university should be a place where people are taught to have that first type's attitude towards issues.
Perhaps sharing your worst experiences with interns would also bring to light the various deficiencies our CS curricula have, then we could try and see what countermeasures would be appropriate to handle the problems identified.
Me.
On 21 February 2011 23:10, solomon kariri
<solomonkariri@gmail.com> wrote:
Well, here are my suggestions,They should teach students on the applications of the Math they do in the design and analysis of computing systems. Most of the times its done in separate totally unrelated classes leaving the student with absolutely no use of them unless they go ahead and try to read materials that relate the two on their own. Or at least they should hint to the students, that they should read more to know how to relate the two.
Memorizing the complexities of all sorting algorithms and reproducing them for an exam and then passing is totally is a misconception of understanding. Being able to determine the complexity of a random algorithm is what is of essence in the overall object.
I hope I make some sense.
They should also set questions from real world examples that will require engaged thinking and interesting problem solving. This will prepare the students to design applications that scale well and compete with world leading standards.
--
Solomon Kariri,
Software Developer,
Cell: +254736 729 450
Skype: solomonkariri
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