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Hacking a Google Interview
"The class focuses on computer science topics that frequently come up in programming interviews. It covers time complexity, hash tables, binary search trees, and some other things you might learn in 6.046. However, most of the time is devoted to topics you won't learn in class, such as crafty bitwise logic and tricks to solving problems. "
Question Everything: How We Teach Intro CS is Wrong « Computing Education Blog
"Not problem-solving leads to better problem-solving skills than those doing problem-solving. That’s when Educational Psychologists began to question “learning by doing” and the idea that we should best teach problem-solving by having students solve problems."
Networks, Crowds, and Markets: A Book by David Easley and Jon Kleinberg
"Networks, Crowds, and Markets combines different scientific perspectives in its approach to understanding networks and behavior. Drawing on ideas from economics, sociology, computing and information science, and applied mathematics, it describes the emerging field of study that is growing at the interface of all these areas, addressing fundamental questions about how the social, economic, and technological worlds are connected.
The book is based on an inter-disciplinary course entitled Networks that we teach at Cornell. The book, like the course, is designed at the introductory undergraduate level with no formal prerequisites. To support deeper explorations, most of the chapters are supplemented with optional advanced sections. "
YouTube - Lec 1 | MIT 6.00 Introduction to Computer Science and Programming, Fall 2008
The new MIT introductory course, the one that "uses python instead of scheme".
What changes CS Education? « Computing Education Blog
In this blog, we’ve talked about Lijun Ni’s research results, that suggest that changes that teachers make in their classroom is most influenced by their personal excitement for the change. We’ve also talked about the fact that research results actually influence teachers very little. What I’ve been wondering about lately is, “What influences the teacher excitement?” I don’t have any answers, but I’ll lay out some ideas and let the commentators help us tease out importance.
It's time to think outside the computational box
Marke Reid: "Peter Kugel's 2005 CACM article on rethinking what computation means by allowing non-terminating processes."
Aligning Computer Science with Mathematics by Felleisen and Krishnamurthi « Computing Education Blog
College Computing Educators are Widening the Gap Between Rich and Poor « Computing Education Blog
[0903.0340] Physics, Topology, Logic and Computation: A Rosetta Stone
In physics, Feynman diagrams are used to reason about quantum processes. In the 1980s, it became clear that underlying these diagrams is a powerful analogy between quantum physics and topology: namely, a linear operator behaves very much like a "cobordism". Similar diagrams can be used to reason about logic, where they represent proofs, and computation, where they represent programs. With the rise of interest in quantum cryptography and quantum computation, it became clear that there is extensive network of analogies between physics, topology, logic and computation. In this expository paper, we make some of these analogies precise using the concept of "closed symmetric monoidal category". We assume no prior knowledge of category theory, proof theory or computer science.
Computational Complexity: Time for Computer Science to Grow Up
"I argue that computer science uses conferences to play the role of reputation that journals play in other fields for reputation but then conferences no longer focus on the more important role of bringing out community together."
The Church-Turing Thesis: Breaking the Myth | Lambda the Ultimate
The Church-Turing thesis has since been reinterpreted to imply that Turing Machines model all computations, rather than just functions. This claim, which we call the Strong Church-Turing Thesis, is part of the mainstream theory of computation. In particular, it can be found in today's popular undergraduate theory textbooks:
Strong Church-Turing Thesis: A TM can do (compute) anything that a computer can do.
It is a myth that the original Church-Turing thesis is equivalent to this interpretation of it; Turing himself would have denied it.
Bread and Circuits » Mozilla Education: what getting involved looks like
Getting students to collaborate with open source projects
CS198 - Teaching Computer Science
The program is aimed at giving qualified undergraduate students of all majors a unique opportunity to teach as a part of their undergraduate experience. Sections leaders cover materials such as the C++ and Java languages, functional decomposition, arrays, strings, pointers, records, objects, recursion, abstract data types, algorithmic analysis, data structure design, sets, graphs, and other fundamental elements of modern programming.
CS Mythbusters Video Contest - Home
Apparently, not associated with the mythbusters show, they just "borrowed" the name: "The Canadian Association of Computer Science (CACS) is looking for a way to let high school students know what studying computing is really all about. Who better to explain it to them than you!
Create a video promoting computer science to high school students and enter to win great prizes!"
Readerless publications « Algorithmic Game Theory
In short: we should publish less, find new ways to make public incremental results and to direct attention to more relevant publications.
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