>>46839466 It is cold as fuck, but there's tunnels between academic buildings, and you will probably never leave the res hall buildings during your first year. I love it here, a lot of people knock it because of the huge number of neckbeards and retards, but pretty good technical education/ pretty chill uni culture.
Dropped out of RPI. Not a NEET and actually successful anyway. Being good with computers/good at programming is like living life on easy mode, what the fuck is your excuse for living in your parents' basement?
I'm an RIT grad and I liked it quite a bit. It is tons of nerds and neckbeard clubs and all, but was pretty fun. I hear the changed to semesters now instead of quarters too so its probably less intense now.
Weather is shit, if you aren't from the area you are in for a ride. I once saw a dude from the area offering to help teach people to get their cars out of the parking lot. Went to ask me if I needed help and saw my ohio plates and was like, oh nvm you got this.
Also the tunnels are great, but dorms and campus are not tunneled, you will have to walk the quarter mile between them and then tunnel around on either side nonstop until you go back the other way.
>>46838820 Hate to say it, but it's fucking true. I transferred from a CC to a UNI, and although I had a 4.0 in what little engineering coursework I could take at the CC, basically without studying, i'm getting fucking raped at UNI now.
Lehigh university. Greek life/comp sci masterrace. Jk greek life at lehigh is a gay clusterfuck. Girls are supremely hit and entitled. Administration spent the last two years trying to make campus more politically correct and "inclusive."
>any party that has a theme that could be considered objectifying or racist is immediate expulsion. >even if accidental >even if someone you dont know.shows up in costume and takes a picture at your party.
If you like to have fun and fuck shit up, dont go there. Awesome education and got a great job though so can't complain too much.
>taking network security class >learn all kinds of fun stuff >some brothers in the house had their own routers for gaming and high speed pron >ettercap and poison router with wildcard redirects (*.net, *.com, etc). >lol every single navigation attempt redirected to goatse.
>going to college Parents paid off house, got a salary job $4000/mo doing piss easy work and yearly bonus of 10% earned. Life is about connections, my brothers graduated in accounting and business administration, both of them are still jobless. They think they're too good to start from the bottom because they got a piece of paper.
>>46841399 Feels bad living in a country where there's not many full ride scholarships. Only one I could see was really competitive and you had to be a community leader, who excels in art and sports as well as being smart. I got a free semester though.
>>46841063 On the contrary, I actually learned stuff in CC, while at uni I dont learn shit, even though the classes are incredibly tough. Whats the biggest joke is that technical schools are viewed as the biggest joke, but they are the schools in which you actually learn how to do things.
>inb4 whatever stupid comment you are about to reply with about me being retarded Dont care. Will have my bs in cs at the end of the summer. fuck off.
>>46841774 Well I kind of understand having TAs, but they must have enough TAs that their meetings look like a typical undergrad class (ie they have to have like ~20-50 TAs managing that many students).
The alternative is a strictly programmatic grading system where code just gets run in a sandbox and your grade is the sum of your lab scores.
How do they even proctor a midterm for 1000 people? Where I am I think we split exams into two places, but that's barely manageable from what I hear, and it's not even half the size of that class.
>>46840945 Depends on the class. Regardless, the lectures are for discussing theory and showing demos and examples. If you're dealing heavily with data structures and algorithms, you need to be able to draw out figures and math which is impractical to write out quickly on a computer.
I use a tablet with an active stylus myself. In most classes I take handwritten notes (or mark-up powerpoint PDFs sometimes, depending on the difficulty of the class and the importance of the teacher's actual lecture notes), and in others I use a bluetooth keyboard and write up notes in Markdown.
Let me put it to you this way. Once you get adapted to the cold and recognize that it's really not that bad, you'll man up a bit. We're just clearing a bout of 0F degrees for the high in central Wisconsin right now and some people are wearing sweaters in 30F degree weather.
>>46841865 While the specifications for an assignment will generally be clear, the test cases TAs use will generally not be provided (at least at my undergrad - another UC - and at my grad university that's how it is). In these cases, you might not anticipate a certain test, and an assumption or corner-cutting in your assignment might cause your code to fail the test.
If students just invariably had perfect submissions (either on their own or after unspecified time in office hours) there would be no point in running their code in the first place; just check if the student submitted code at all and give them full marks if they did, or none if they didn't.
>>46841960 Like I said before, people often get hit with test cases they didn't anticipate, so they write code that works in the 5 or 10 unit tests they came up with but didn't imagine various edge cases and their code didn't handle it. You can dismiss these students as not wanting it badly enough, but if they thought they were finished then they just didn't realize there was more work to be done. Or they struggle to understand something but don't (maybe can't, maybe just won't) go to office hours.
I think you're determined to conclude that students are not entitled to feedback on their assignments, and I'm not sure why you're taking that stance other than that you never got it when you were an undergrad. But you got a suboptimal learning experience; people don't pay $15k/year in tuition on the assumption that they'll be a nameless face taking what is essentially an online course. You could take that at a community college, or through edX or Coursera or something, and pay a reasonable fee for the attention you get.
Berkeley and other top tier schools merit the high bar for admission and the tuition (especially for out-of-state and international students) on the promise that they are offering an education worthy of the name and the price of tuition. At upper div and graduate levels, they're generally delivering on that promise, but lower div courses are coming up short.
>>46841992 This is what I did and it was nice. In California if you transfer to a UC the GPA from your community college doesn't follow you either; it just dies upon entry. Makes it a lot easier to graduate with latin honors and whatnot if you're not dealing with general ed courses in subjects you're not generally interested in.
>>46842071 Seriously? If you aren't passing the test cases and are too retarded to figure out why, then you can just go to the office hours and ask for help like I fucking said. In the real world there aren't magical test cases written for you anyway, so this idea is entirely retarded but they have to or else the poor babbys will drop out and the college won't get their money anymore.
And I don't honestly see why having LESS people in a lecture hall is good at all anyway. Whethere there are 30 people or 300 people in the room they are all going to have a good view of the projector and be able to hear the professor clearly as long as there is a decent AV system. The only difference is that with more people you might actually have people asking questions instead of just sitting there and listening to some old far talk for 2 hours.
>>46838605 I'm currently going to NM Tech, but the CS department is really starting to go to shit. Any New Mexico fags know how UNM's CS department is these days? (I'm currently in my 4th out of an expected 9 semesters)
Conversely you're probably going to get better grades in the general ed and lower-level courses than in the more in-depth subject matter that comes later, so it may only boost your GPA to take them at your university.
>>46842139 I don't know how much clearer I can be about test cases not being provided in advance, so >if you aren't passing the test cases is sort of a posteriori thing. It's exactly because of this stuff that you want feedback on your assignments, to point out what you did wrong.
And this is to say nothing of the fact that if every student needed just 10 minutes with the TA on a weekly basis, it'd take 167 hours to work through everyone. You'd need a minimum of 9-17 TAs (depending on if they're doing 50% or 25% TAships) doing nothing but holding office hours. While 100% of the class needing office hours is by far overestimated, 10 minutes per person is egregiously underestimating how much time they'd need.
>>46842229 >submit project >get score >if you don't like the score, fix it and submit again >repeat until satisfied with score or the deadline passes How hard of a concept is this for you to understand? And the vast majority of students are capable of figuring shit out just fine on their own. I don't know why you are pulling this 10 minutes every week for every student out of your ass. Probably like 10% of students at max ever goes to office hours.
>>46842206 I've never heard of anyone getting boosted by the gen ed courses they had to take, but I guess.
These courses constitute the foundational coursework for other majors, so they tend to be at least rigorous enough that majors in Bio, Chem, etc... can build on the material taught there. Those are the courses you have to take to round yourself out, and if you're not interested in Chem or English in the first place, you're probably going to have trouble getting invested intellectually.
Also (and this was my experience, so maybe it was the quarter system I was in, or maybe it was something else) upper div courses are where the really interesting stuff tends to be.
Pacific Lutheran University (google it). Small liberal arts college in the middle of nowhere. Gave me a ton of aid money. Currently CS.
Fun fact, we're getting a lot of people trying to transfer from the University of Washington. Apparently you can't get into the CS program up there unless you're a rich entitled fuck who spews Node.js everywhere.
>>46842257 Not the guy your responding to but for my gen ed I did video production, it was all just group work and since I teamed up with this chick who wanted to major in film I just sat back and let them do all the major work while I chilled with the camera. Got me a free A+.
>>46842256 Wait, you have the option to resubmit your assignments for a full regrade? This sounds even more like you're just doing Coursera or CodeAcademy lessons.
Also, it sounds like if 90% of students have no need for office hours then there's room to make the course more challenging. Or if it's intentionally easy, why even make it a real course (as opposed to an online MOOC that you complete and verify or something)?
I'm not seeing a compelling argument for this course having the same status as a course where a TA looks at your work and responds on an individual basis to your work (ie smaller courses). This sounds increasingly like it should just be a requirement that students take a community college or online course and verify their completion before proceeding to upper divs. Is there something intrinsic to this course you never attended that you couldn't have gotten online or at a community college?
>>46842298 Group work is a scourge, but if you weren't going to learn anything you should have just taken cc courses and transferred the units. You essentially paid full tuition to coast under the radar.
I understand the motivation to get students well-rounded but they should give you options to get that rounding somewhere else, like at a much cheaper local college. Space at research universities is limited, and wasting classroom space and professors' time on intro and survey courses turns out to be a real drain.
The only exception to this that I've seen has been when a department had a practice of having their best instructors teach the intro courses as a sort of guarantee that all students in the field would learn the fundamentals correctly and not from someone who half-assed it.
For the most part however, underpaid and overworked adjuncts who have no leverage get forced into teaching these mega-classes because the full professors only want to teach smaller upper div and graduate level courses (if anything), and the associate professors are understandably working their asses off trying to secure tenure.
>>46842397 But your general education requirements amount to more than a semester's worth of work, don't they? One could go to a local college and clear those out for a few hundred dollars for tuition *and* books, and come back and focus on the program's courses.
>>46842502 Good luck getting into any decent university through community college. And non-techs are a joke anyway. I took them in semesters where I couldn't fill up my schedule with technicals because of prereqs. If you really wanted to save your precious shekels you could just take them over the summer.
>>46842336 I'm the original person you responded to. I took the class a year ago when it had somewhere around 800-900 people or so.
No, you do not have the option to resubmit your assignments. What that guy means is that the autograder for your projects will return the number of points you'll likely get, and if you aren't getting the full points then you keep working on it until you do, up until the deadline.
It is not an easy course. You'll likely get full points on the projects and homeworks if you're a good student and do your work, but most of your grade is determined by tests. The semester I took it the averages on all tests were around 50%. There is no curve in this class, only a hard grading scale out of 300 points. Projects are more meant as a tool for learning.
In my experience, office hours were often packed around project time and midterm time. The halls of the CS building would be lined with students in this class working on their projects.
TAs lead discussions and labs of around 30-40 people. I grew pretty close to mine and added him on Facebook later. This isn't a MOOC, it was never meant to be. It's just a really really big class because everyone at Berkeley wants to jump into CS due to the high amount of attention we get from tech companies, and we're shallow and want the dollars.
>>46842560 Thanks for clarifying. I still have concerns/questions, like - How do they logistically handle 900 exams, especially given the importance they assign these exams by weighting them heavily? - The description of office hours around midterms sounds like a Russian breadline.
I understand the idealistic response that students should be checking in more frequently, but as a former undergrad I also get that this stuff isn't a high priority until it becomes a high priority, and it'd be better for everyone if there were a way for students to get help when they needed it.
Going back to the calculations of TA time for students, assuming everyone had a pretty good sense of the subject and just wanted to check in for a question or 2 (and taking 5-10 minutes), it would still absolutely slam the schedules of the TAs.
At some point I think we just have to accept that when a course becomes popular enough that 400-900 people register for it, you either need to split the course up into several sections, limit enrollment to those deemed worthy, or change how you teach, because the method of teaching the intro CS course - most likely first imagined in general terms in the 90s or earlier - is absolutely not the right approach for a course 10 or 100 times the size of those courses they were first designed to handle.
I happen to be a big fan of farming out the stuff that's necessarily becoming boilerplate to enable the course to scale. Whether that involves asking everyone to take an online course, or to enroll in a summer class before coming to college (or between academic years if someone wants to enter the major), or whatever else isn't super critical in my book.
>>46842622 It's doable but it's far from a sure thing. When I was applying I found the UC stats data informative. For example, Berkeley's transfer admit rate in 2014 was 25%. Their freshman admit rate was 17% (~19% if you just count California residents). I can't find stuff broken down by major though; I'm pretty sure there's too much fluctuation for any stats they'd have to mean much anyway.
My friend goes to that fucking school. He says it's filled with faggots and retards that are rich entitled assholes sucking daddy's cock for beer money. OH, and all the teachers are fucking cunt niggers.
>>46842762 Davis might be the most extreme: 60% admit rate vs 40% admit rate. Irvine's spread is 48% vs 35%. LA is 30% vs 18%. San Diego is 46% vs 33%.
UCs have a minimum GPA of 2.4 for transfer students. That's not enough to get you in anywhere, but it should illustrate how much lower the bar is set. If you went to a reasonably good high school you'll probably find that the difference in workload at a community college isn't enough to shock you.
And this is saying nothing about transfer guarantees, which you can sign with any UC except Berkeley and LA and literally guarantee you a spot at one of the other UCs as long as you keep your GPA above some paltry threshold and bother to apply when the time comes.
>>46842681 Exams are either split into multiple rooms with the TAs proctoring each room or it's in one big auditorium. There's multiple versions of the test because it's honestly easy to cheat otherwise. You put down who you're sitting next to, so I assume there may be some sort of check for cheating but I'm not sure.
Yes, it is basically a Russian breadline. The TAs really bust their asses to try and help everyone. It only gets really crowded 1-2 days before the deadline though. If you go a few days before you'll have no problem getting help, but that requires you to start early and not everyone does.
One thing I forgot to mention is that we use Piazza a lot. It cuts down the load on TAs by quite a significant amount. Students help each other out and you can get answers to questions you have at like 2AM because some other poor student (or TA) is also online.
(If you're not familiar it's basically a question and answer site for every class and you can search through all the questions your peers ask)
As for what you said about splitting the course into sections: they attempt to do this by having TAs teach discussion and lab, where most of the active learning is. The professor teaches lecture which introduces you to material, and discussion and lab is where you apply it. You obviously won't get personal time with the professor though, you'll have to go to their office hours for that.
>tfw no money for school when young so now i have to go to school while i'm working in my late 20s feels batman, but at least i know it will be over soon and i will be finally able to apply for my dream job
>>46842894 Yeah I'm familiar with piazza and a lot of these tactics to mitigate courses that scale to unmanageable sizes, but these all sound like mitigating tactics. The professor is giving a talk to 300+ students (with 600+ either never hearing the lecture because they don't bother to attend, or watching it later online), exams are offered in various places and using different versions because cheating is too easy otherwise, etc...
At this point, it seems like it would make more sense to - have the instructor record all their lectures once in peak form and offer them online (many universities already do this) - have TAs and maybe even the professor essentially hold discussion sections throughout the week to address questions, but not to teach material already covered in the prepared video - use Piazza (which leverages peers) to get students feedback and answer questions - move away from exams entirely (large scale testing requires logistical undertaking that would make Noah getting a bunch of animals into an Ark seem trivial) and towards assignments (either evaluated automatically or with fewer, larger assignments).
I'm curious just as an aside whether exams measure anything worthwhile in CS. The only scenario in a CS career where you'd be under the gun like that would be in an interview, and my intuition is that getting students to talk out their thought process (e.g. in a discussion with a TA) would be more realistic training for a whiteboard interview than sitting in a room with 400 other people nervously scribbling proofs.
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