Friday , May 7 2021

Three of the Hundred Falsehoods CS Students Believe, Hacker News


              

Jan Schauma recently posted a list of one hundredFalsehoods CS Students (Still) Believe Upon Graduating. There is               much good fun here, especially for a prof who tries to help CS students get ready for the world, and a fair amount of               truth, too. I will limit my brief comments to three items that have been on my mind recently even before reading this               list.               

                18. ‘Email’ and ‘Gmail’ are synonymous.              

              

CS grads are users, too, and their use of Gmail, and systems modeled after it, contributes to the truths of modern               email: top posting all the time, with never a thought of trimming anything. Two-line messages sitting atop icebergs of               text which will never be read again, only stored in the seemingly infinite space given us for free.

              

Of course, some of our grads end up in corporate and IT, managing email as merely one tool in a suite of               lowest-common-denominator tools for corporate communication. The idea of ​​email as a stream of text that can, for the most               part, be read as such, is gone – let alone the idea that a mail stream can be processed by programs such as procmail to               great benefit.               

I realize that most users don’t ask for anything more than a simple Gmail filter to manage their mail experience, but               I really wish it were easier for more users with programming skills to put those skills to good use. Alas, that does not               fit into the corporate IT model, and not even the CS grads running many of these IT operations realize or care what is               Possible.               

                38. Employers care about which courses they took.              

              

It’s the time of year when students register for spring semester courses, so I’ve been meeting with a lot of students.               (Twice as many as usual, covering for a colleague on sabbatical.) It’s interesting to encounter students on both ends of               the continuum between not caring at all what courses they take and caring a bit too much. The former are so incurious I               wonder how they fell into the major at all. The latter are often more curious but sometimes are captive to the idea that               they must, must, must take a specific course, even if it meets at a time they can’t attend or is full by the time they               register.

              

I do my best to help them get into these courses, either this spring or in a late semester, but I also try to do a               little teaching along the way. Students will learn useful and important things in just about every course they take, if               they want to, and taking any particular course does not have to be either the beginning or the end of their learning of               that topic. And if the reason they think they must take a particular course is because future employers will care, they               are going to be surprised. Most of the employers who interview our students are looking for well-rounded CS grads who               have a solid foundation in the discipline and who can learn knew things as needed.

              

                90. Two people with a CS degree will have a very similar background and shared experience / knowledge.              

              

This falsehood operates in a similar space to # 38, but at the global level I reached at the end of my previous               paragraph. Even students who take most of the same courses together will usually end their four years in the program with               very different knowledge and experiences. Students connect with different things in each course, and these idiosyncratic               memories build on one another in subsequent courses. They participate in different extracurricular activities and work               different part-time jobs, both of shape and augment what they learn in class.

              

In the course of advising students over two, three, or four years, I try to help them see that their studies and other               experiences are helping them to become interesting people who know more than they realize and who are individuals,               different in some respects from all their classmates. They will be able to present themselves to future employers in ways               that distinguish them from everyone else. That’s often the key to getting the job they desire now, or perhaps one they               didn’t even realize they were preparing for while exploring new ideas and building their skillsets.

            

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