November 2012

Learning How to Program: A Guide. Part I

There are a lot of people who are starting to learn how to program, or considering learning how to program, who have come to me with questions about the best way to go about that. I'm going to create a series of articles to give my best answers to the kind of questions that are typically asked:

(I'll connect these questions to other articles as I write them.)

Since I've just written a book, Think Like a Programmer, that encapsulates my best ideas on problem-solving, which I think is the most important skill a new programmer can have, you might expect me just to recommend buying my book and call it a day. But there's a lot more to it than that. I'll be talking about how my book fits into the overall picture later on, but it's just one piece of the puzzle.

So let's get started. I'm going to tag all of these posts with "learning how to program" to make them easy to follow.


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Learning How to Program: A Guide. Part II

How I know if programming is for me?

(Be sure to check out part 1 of this series if you haven't already).

Maybe you've already gone far enough into programming that you know the answer to this question. But I've found many fledgling programmers, or people considering taking a programming, who aren't sure if they are heading down the right path.

People learn programming for a variety of reasons. Most people get into it for career reasons, but even so, the attraction of a programming career varies. For some, they see the figures from the Bureau of Labor Statistics explaining how many programmers will be needed in the future, and how much money they make, and think: here's a good job. Others might see the results of programming, such as a video game, and think, the result of the programming looks like fun, I'll bet the programming is fun, too.

Some people get into programming out of a sense of curiosity about how computers work. Others might have no expectation of a full-time career in programming, but think that learning a little programming will help them in their other tasks. As the use of computers has grown in medicine, for example, I've had many students who are also doctors or otherwise employed in the medical community who want to learn enough about programming to write database applications or macros to assist them in the management of their practice.

Of course, having a good reason for wanting to be a programmer doesn't mean that you will be a good programmer. So what are the indicators that programming is something you should pursue? Unfortunately, there's no way to know for sure until you actually get into it. In all my years of teaching beginning programming, the best indicator for long-term success I've seen is the student's level of enjoyment. A good programmer enjoys programming. I don't mean that every act of coding will bring unbridled joy, or that programming is fun in the same way that playing a favorite sport or video game is fun. But there should be a real pleasure in seeing one's program working, even if the program is a pitiable little thing that accomplishes almost nothing.

When I finish the term of a first programming course, I sometimes have students who are asking me to evaluate them on their long-term chances. The truth is that the best indication of long-term success isn't a student's grade in the course, although of course a high grade is a good sign. The best indication isn't how good those first programs are, although again, well-written programs at that stage are another good sign. No, the best indication is whether or not the student is looking forward to taking more programming courses. Often, at the end of that first programming course, I'll have a student that is battered but eager, looking forward to the next challenge. That's a student I feel good about going forward. It's when a student tells me, "I really want to take a break from programming next term," that I get concerned.

Or let me put it another way. Probably just about anybody could become a pretty good programmer if they work hard enough to become one. But make no mistake about it, programming is tough mental work. If, on some level, you're not enjoying the work, you're never going to be able to focus on it long enough to master it.

The moral of this story is, if you've never programmed before, and you think you might enjoy it, you should give it a try and find out if you're right.

Here are a list of things some might think would have some impact on the chances of a particular person's success as a programmer, but that in my experience, don't count for much of anything:

Demographic background. You may or may not think you resemble the stereotypical image of a programmer, but that has no bearing on your potential for success. I've taught Americans of every stripe, as well as students from countries all over the world. Although I sometimes notice trends in terms of learning styles, or the way they communicated with me as a teacher, I've never seen any trends in terms of ability. Good programmers can come from anywhere.

Let me also say something specifically about women programmers. As I said above, the best indication for programming success is genuine enjoyment in the task. It may be that men, taken as a group, enjoy programming more than women. But this makes no difference for a woman (or girl!--never too early to start) who wants to try her hand at it. Women who enjoy programming are just as good at programming as men who enjoy programming. So if you're a woman who is interested in programming, you are exactly the sort of person who should try it out. And there are lots of other women in programming already, so you don't have to worry that you'd be alone.

Mathematics. Computers are just machines that do things with numbers, so it's natural to think that programming skill and mathematical skill must be closely related, but that's not really the case. There are lots of excellent programmers who aren't particularly good at math. Also, there are lots of people who genuinely enjoy programming who do not enjoy math at all. In my own case, although I learned to program at an early age, and programming has always seemed natural to me, math was typically my worst subject in school, and my lowest score on standardized tests. I remember the exact moment, explaining a tricky concept in discrete mathematics, when I suddenly realized that I actually enjoyed math -- I think I was about thirty years old.

Computer Use. Unfortunately, just because a person really enjoys working with computers doesn't mean he or she will enjoy programming. I guess the reverse is true, though; if you don't like technology, you probably shouldn't try to learn programming. But I don't know that this ever comes up!


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Learning How to Program: A Guide. Part III

What's the best way to get started?

(Be sure to check out part 1 and part 2 of this series if you haven't already).

Okay, you think you may be a good candidate for programming, and now you want to know where to start.

Your first thought might be to enroll in a class somewhere. That's logical enough; courses teach things and you want to learn. But it is probably not the right choice.

The first problem is the cost. College courses vary widely in price, but none are exactly what I would call cheap. At this stage you are primarily trying to discover your inner programmer -- or discover whether or not an inner programmer dwells within you. If it turns out the answer to that question is "no," there's no shame in that, but you would like to get that answer as inexpensively as possible.

The second problem is that choosing a good school is a difficult and time-consuming process. You might have to go through this process eventually, and I'll discuss some tips about this later, but it's a lot of effort when you just want to get your feet wet.

The third problem is that it may take several courses before you find out for sure whether or not you really enjoy programming. Depending on your prior educational experience, and where you enroll, you might not be allowed to start with a programming course, or even a computer science or information systems course at all. And depending on how the first programming course is structured, it may not be a good yardstick to measure yourself against. Lots of undergraduate computer science curriculum start with an "easy" course that gently introduces programming concepts, requiring mostly mechanical operations from the students' brains with very little demands on their problem-solving ability. Ultimately, though, problem-solving ability is what programming is all about, which is why it's the subject of my book. So what happens is that the student sails through the first course with ease, because it's really a using-the-software course, like an Excel course, and doesn't discover the kind of thinking programming ultimately requires until a later course. By that time, the student has made a substantial investment of time and money, and is reluctant to stop even if things go poorly. This situation isn't good for anybody.

Or you could run into the reverse situation, a course that's very hard for you, but is it the material or the instructor that's not clicking for you?

I want to be clear about what I am saying here. Enrolling in a course or program, whether at a college or some independent training outfit, is an excellent idea for programmers. It's just not how I would recommend you find out if you are a programmer. (I feel the same way about any field. I wouldn't suggest enrolling in law school, for example, without doing everything possible to find out if you enjoy the law first).

Instead, I would suggest trying to learn the basics of programming on your own. Wait, I hear some of you saying: "That's crazy. Programming is tough. I need someone to show me the way." You probably will need some help, but not as much as you think, and you can get the help you need without resorting to a formal class.

So, to sum up, the best way to get started is to scoop up some resources (like books or compilers, that kind of thing) and start playing around with code. Before we get down to specifics, though, we need to answer another question: what programming language should you start with? And that's another article.


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Learning How to Program: A Guide. Part IV

What language should I start with?

(Be sure to check out part 1, part 2, and part 3 of this series if you haven't already).

Here's another question I hear a lot: "If I'm just starting out in programming, what language should I be learning?"

You'll hear a lot of different answers to this question, many passionately defended. Every programmer has a favorite way to program, preferences among programming languages, and ideas about how best to learn this complicated subject. Having taught introductory programming using a variety of languages, though, I've arrived at what I think is truly the only right answer to the question.

Which is: it doesn't much matter.

I know that this answer will send many programmers and professors howling. For that matter, it will displease many authors of computer books. It seems like every year there is a course or book offering a new way to learn introductory programming, and no one wants to think that their innovations aren't making a real difference, but unfortunately I think that's the case. Let's take a little history lesson. A long time ago, when I was a lad with little more than a Vic-20 and a dream, you were supposed to learn programming with the BASIC language. In fact, it had been invented expressly as a "teaching" language, because it was thought that "real" programming languages of the time, like ALGOL and its derivatives, were just too darn complicated and scary for the novice. In the same era there was another language called LOGO, not so well remembered now, that was a rudimentary graphics language in which you moved an imaginary "turtle" around the screen, leaving a visible trail, using commands like FORWARD 30 and LEFT 90. That language was designed to introduce schoolchildren to programming.

Not long after that the world was introduced to Pascal. This language was another ALGOL derivative, but like BASIC and LOGO it was designed as a "teaching" language, just one that included most of the features of what was then called a "modern" programming language. For a while, Pascal was the dominant language used in introductory programming courses.

Then "object-oriented" programming came along. If you don't really know what that term means yet, that's okay, just know that Pascal was not object-oriented, but object-oriented programming seemed to be the way all programming was going, and it was thought that object-oriented programming would be easier for novices to understand. So then the object-oriented language C++ became popular in introductory courses. But C++, although straightforward enough at the beginner level, has some complications at the intermediate and advanced levels. Teachers started looking for a replacement, something that was "simple," or at least "simpler," while still being "modern." Now introductory programming courses were being offered in Java, Smalltalk, and a little later, Python, and a lot of other languages besides.

The point of this discursion is to show that throughout the brief history of computer programming, teachers have tried different introductory languages, believing that they had figured out a way to make programming easier. In the end, though, learning to program remains a difficult task, and the overall success rate appears to be unchanged. What makes the learning process easy or difficult is not the language, but rather the approach and the resources. If you take a course, for example, a good teacher makes a world of difference, but also how the course is structured, how much is asked of the student, how big a step in learning is required from one programming assignment to the next.

But how, then, do you choose which language to start with? Here are a couple of suggested approaches.

You could go down to a bookstore (yes, they still exist!) with a nice selection of introductory programming books and look for a book that you like. The key here is to look for the book you like, not so much the language you like. If the writer's style draws you in, and you can easily follow the text, you're more likely to stick with it. Of course, you want to make sure that whatever programming area you are choosing is something that you can get started on relatively easily. For example, if a book is teaching Web server programming, you'll have to set up a Web server, plug-in the files needed for the programming language to execute, link the server up to some development tools, and so on, so maybe you'd rather start with something easier to set up.

Another approach is to think about the kind of programming you want to do eventually, and then select a language that will start you in that direction. Again, though, I would avoid any situation that has a complicated setup procedure -- not because I think it's necessarily beyond the abilities of a beginner, but because it's a large hurdle that can slow initial progress to a crawl, and because the goal is to find out as quickly as possible how much you actually enjoy programming. Believe me, there are lots of people who really enjoy programming who don't enjoy setting up servers and installing development tools.

So here are some particular languages to consider.

I'm going to start with C++. Among other things, C++ is used in systems programming and in the creation of heavyweight games -- by that I mean the kind of games you would play on a console or PC and pay more than $20 for. Also, as a bonus, C++ is the language used in my book. Am I really going to recommend a language on that basis? To quote Phineas: "Yes. Yes I am." If you get into programming and find that you truly enjoy it, the next, most crucial step is learning to solve problems, and I honestly believe my book is a great way to do so, or wouldn't have written it. Anyway, if you want to learn C and C++ and don't want to shell out any cash yet, a good place to start is The site contains lots of good basic information about setting up a compiler, language syntax, and so on. There's also a section on C++ books for beginners. Another great resource is There's a forum there specifically for new programmers.

If you are interested in web application programming, from small websites up to large-scale enterprise web services, you might look at Java, a C++-derived language. As a bonus, Android applications are typically written in Java, if phone app development is an interest. There are lots of good Java resources freely available on the Internet. You might as well start here: You have several choices when it comes to free Java development environments. Personally I like Eclipse, but believe me, opinions vary. My main advice, and this goes for every language, not just Java, is to remember that the goal is to get in there and start programming. At this stage, don't spend a lot of time worrying about whether or not you're getting the "best" development environment. If you can install it on your computer and figure out how to get it to work, that's good enough. Put a check in that box and move on.

If you think Windows business application programming might be your bag, you might look into Microsoft's C#, yet another C++-derived language. Knowledge of this language will also prepare you for developing on a Windows Phone. There are almost no owners of Windows Phones, which makes learning how to develop for them kind of pointless, but that breeds a lovable underdog mentality, sort of like Chicago Cubs fans. Seriously, though, if you'd like to start with C#, you'll want to start with the official Microsoft pages, such as: (if my history with Microsoft's site is any guide, expect this link to go dead in mere minutes). From there you can grab Visual Studio Express, the free version of their development suite (which is a good C++ environment, as well).

Guess what? Pascal still exists and is still a reasonable place to start. I haven't tried this development environment, but I hear good things about Free Pascal (

There is also Python, an interpreted language that uses a variety of programming paradigms (if that expression doesn't mean anything to you yet, don't worry, it will). The language is primarily used for scripting, both on websites and elsewhere. Some undergraduate computer science programs have switched to Python as the introductory language, claiming, of course, that students are learning more, or learning easier. I don't buy it, but it's a good place to start as any. Check out

Another scripting language is PHP, although unlike Python, PHP is explicitly a web language, with code embedded in HTML pages. As such, I don't know that it's a great place to start if you're just trying to figure out how to program or whether you like programming, unless web programming is specifically what you want to do. If so, head over to

Okay, I'm going to stop here. There are lots of other languages to choose from, but I think you're best off picking one from the list above. Once you learn the basics of programming, you should explore other languages, and that includes the funky ones like Prolog or Haskell. But trying to figure out if you like programming with an oddball language like Prolog is like trying to decide how good a seafood restaurant is by ordering something off the "landlubber" menu.


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Learning How to Program: A Guide. Part V

Let's Do It, Already.

(Be sure to check out part 1, part 2, part 3, and part 4 of this series if you haven't already).

You've definitely decided to give programming a try, and you've picked out your introductory language. So now what?

You need to install whatever development tools you're going to use. You can get started with just a text editor and a command-line compiler, and you might even know someone who tells you that "real" programmers don't need all that fancy syntax highlighting and debugging and what else. Don't listen to that person. A nice editor with syntax highlighting (text is different colors depending on its meaning within the programming language) and completion (sort of like the suggestions in a Google search box, it lets you choose from options based on what you've already typed) is very helpful even in the early stages of programming to keep the syntax straight. And a debugger is useful for much more than simply finding and removing bugs in code. It's a great tool for understanding what's going on in the code line-by-line. If there is a section of code that you copied into your editor but don't fully understand how it works, there's nothing better than stepping through the code with the debugger, checking the values of the variables as they change. Get to know your debugger early and use it often.

The first program you want to write, though, is going to be the "hello world" program or something equivalent. You just want to make sure that you know how to use the compiler (or interpreter) to actually build and execute a program.

From there, follow along in whatever book or online guide you have. By "follow along" I mean never simply read -- always do. Write programs every step of the way to confirm your understanding of what you have read. Always take it one simple step at a time. By that I mean never introduce more than one "new" thing at a time in your programs. Also, experiment is much as possible at each step before moving on to the next.

Let me give you an example. Suppose you started with a "hello world" program. In C++ the line of code that did all the work would look something like this:

cout << "Hello World!\n";

In Java:

System.out.println("Hello World!");


print "Hello World!"

Regardless, once that first program works, try playing around with it to do other things. Give yourself specific goals and see if you can achieve them. Can you display "Hello" and "World" on separate lines, for example? What about displaying unusual characters? What if, for example, you wanted a double quotation mark to be displayed?

Then see what comes next in your resource and incorporate that into your tiny program. For example, what often comes next is an explanation of numerical expressions. So try modifying your program to compute and display the number of seconds in one year.

Let's say the next topic after that is variables. Try storing the number of years in a variable called years and then computing (and displaying) the number of seconds in that many years. Think of some other simple computation tasks like that and write simple programs to perform them.

If the next topic is user input, modify your previous programs to accept user input. Read years from the user instead of making it a fixed value, and so on.

One of the suggestions I make repeatedly in my book is that when you're stuck on a problem, you should break it down so that you are only working on one issue at a time. But you can use this concept in the other direction as well. By learning each part of the programming language separately, it's much easier than trying to put lots of new ideas together in one go.

Furthermore, by asking yourself questions, "how can I do X?", and then trying to answer them, you'll learn about the features of the language in a systematic way. You'll make mistakes, but they will be easier to correct because you'll know where to look for them, and you'll learn from them.

Remember, the goal at this stage is to determine whether programming is right for you, and that means whether or not you are enjoying it. When you sit down at your computer to push forward in your learning, how are you feeling? Excited? Curious? If it already feels like punching a clock, that's a bad sign. You should get a nice jolt of satisfaction when one of your programs work. It shouldn't just feel like relief.


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Learning How to Program: A Guide. Part VI

Problem Solving

(Be sure to check out part 1, part 2, part 3, part 4, and part 5 of this series if you haven't already).

The next step in learning to be a programmer is learning to solve problems with programs. This step is absolutely critical, and is really the foundation of what a good programmer does, but it's sadly under-taught. Before you tackle this step, though, make sure you are finished with the first step, which is learning the basic syntax of whatever language you have chosen.

In the previous step, you are really learning how to read a program. To test your abilities in this area, examine programs that use just those parts of the language that you learned about, and make sure you can follow them without reading any accompanying descriptions. In other words, try to execute the programs manually, using pencil and scratch paper if necessary. It's okay if you sometimes have to check your reference on a particular point of syntax or semantics -- maybe you haven't memorized everything yet, but the point is that you should be able to read through a program and comprehend it without too much difficulty. Once you have reached this stage, when you can declare with confidence that you know how to read basic programs in your chosen language, you are ready to learn how to actually write them.

But wait, I hear some of you saying, wasn't I writing programs in the previous step? That's what you told me to do, and that's what I did! In the previous stage, though, you're really just modifying existing programs, expanding or altering them slightly. The goal is to be able to write programs from scratch. I like to compare this to cooking. I am not a good cook, but that's not to say that I haven't sometimes put tasty food on the table. I can do this because I can follow a recipe -- if it's not too tricky -- and I can make small modifications to the recipe if the grocery store was missing a particular ingredient, or I need to make food less spicy for my daughter, or something like that. In contrast to my meager abilities, I had an uncle who was a great cook. Uncle Jim was the sort of guy who could just poke around in your refrigerator and pantry and whip something up that would meet your tastes.

Ultimately, that's what you need to be able to do as a programmer. Someone tells you what the program should do -- the specifications or requirements -- and then it's up to you to figure out how to write a program to do that. That's problem solving.

I just wrote a whole book on the subject. It uses C++ for the example code, so if you know basic C++, or are willing to learn (if you are already learning a similar language like Java, it won't be hard at all), that's where I would recommend you head next. The book's not expensive, but if you want to go ahead and get started, let me give you some ideas.

Do you remember previously how I talked about learning a language step-by-step, so that with each program you write during this learning phase, you are only wrestling with one new idea? One of the best techniques for solving a complicated problem is to divide or reduce the problem in some way so that you are only dealing with one issue at a time. If you aren't sure how to write a program that meets all the given specifications, just change the specifications. This is only temporary, of course, and eventually you'll have to solve the problem as written, in the meantime you can make progress, build a foundation for solving the entire problem, and possibly discover more about the problem and its ultimate solution.

The most important thing about this phase, the problem-solving phase of your development as a programmer, is that it cannot be skipped. Students can gain a lot of confidence with program modification, messing-around, experimentation, whatever you want to call it, and while it's an important first step, no amount of that can make you a programmer. I see a lot of fledgling programmers who are in such a hurry to get to the "good stuff," more advanced programming with impressive output, that they press forward without realizing that they've passed over trying to master the crucial skill that determines whether or not they're really going to enjoy programming. They learn a lot about programming without ever really doing any. Don't be this person!


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Learning How to Program: A Guide. Part VII

The Purposes of Higher Education

(Be sure to check out part 1, part 2, part 3, part 4, part 5, and part 6 of this series if you haven't already).

Lots of people who want to learn about programming, or anything else, for that matter, enroll at a college. As I stated previously, I don't think that's the best idea right at the beginning for programmer -- not when you are trying to determine whether or not programming is for you. But what about when you've passed the first couple of stages, and have confidence that you can be a good programmer? Should you go to college then? And if so, how do you pick out a good college to attend?

These are tricky questions, and it's going to take more than one article to answer them. In this article I'm going to lay out my Grand Unified Theory of Higher Education, and afterwards I'll explain how this relates to programming education and your decision to go to college.

Higher education, by which I mean any educational experience intended for people who have graduated high school, has historically served three purposes: academics, training, and gatekeeping.

  • Academics encompasses what was traditionally viewed as a "college education," the propagation of culture from one generation to the next, the liberal arts, the sciences and literature, the hallmark skills of the educated person, such as critical reading and clear writing.
  • Training is preparation to enter a particular profession, learning the mental or physical skills expected by industry.
  • Gatekeeping occurs when there is a hard requirement for a particular credential in a particular career. For example, a teaching certificate is required to teach in most K-12 classrooms.

The legal profession is a good example of how these purposes interact. If you desire to become a lawyer, the first step (after graduating high school) is to earn a bachelor's degree. You can effectively choose any bachelor's degree and major you want for this stage of your pre-professional journey; hence, your undergraduate degree can be focused entirely on academics. Once you complete your bachelor's degree, you will enroll in a law school, where you will receive training in the specific skills required to practice law. After you earn your law degree, before you can practice law you must pass your state's bar examination, which serves the gatekeeping function.

I believe the major underlying source of so much trouble in higher education is that we've muddled these purposes together. We've put all of the purposes under one roof, so to speak, and declared college education mandatory no what the career field. This results in colleges that try to do it all--academics, training, and gatekeeping--which means they don't serve any purpose as well as they should, and students who attend for one purpose are often in trouble when they encounter requirements from another purpose.

More on that later. For now, let's ask: how does all of this relate to our main topic, learning how to program?

When programming courses first arrived on campuses, they were part of what was then a new degree major called computer science. You may be surprised to learn that computer science is really about the science. That is, it serves the academic purpose, rather than the training purpose. Design guidelines for computer science curricula are handed down from the Association of Computing Machinery (ACM) and the Computer Society division of the IEEE. You can see their work at If you skim the contents of the computer science guidelines, you'll see how they've divided up the field, and what they consider "core" parts of any program and what could be left as an elective.

There you see the conflict between academics and training. Consider the knowledge area they currently call AL/BasicComputability (this style of naming looking like somebody was over-thinking the problem, but nevermind). Among the topics is "the halting problem," which states that a Turing machine (a theoretical simple computing device) cannot be designed to tell if another Turing machine will ever halt (as opposed to running indefinitely) when given a particular input. This statement has far-reaching implications in the area of theoretical computer science, understanding what computation can and cannot do. You wouldn't want to enter a graduate program in computer science without knowing what the halting problem was all about. However, in the practical world of programming, its use is close to zero. You can be a great programmer and go your whole life without hearing about the halting problem and be no worse because of it.

In contrast, look at one of the new topic areas, PF/SecureProgramming. One of the topics is avoiding array overflows. This is always a good idea, but it is emphasized here because array overflows can be manipulated by hackers to produce program actions unanticipated by the original programmer. That's good, practical advice, solid training for the developing programmer. But it's too narrow and too practical to fit in with the academic, "science" part of computer science.

Unfortunately, these attempts to serve all purposes in one place means no one is getting exactly what they want from college. Once you accept this, though, you can decide if college is right for you, and if so, which college is right for you, based on the degree to which you favor one purpose over the others. That's what I'll discuss next.


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Learning How to Program: A Guide. Part VIII

The Strengths and Weaknesses of Individual Colleges

(Be sure to check out part 1, part 2, part 3, part 4, part 5, part 6, and part 7 of this series if you haven't already).

In the last article I discussed the three general purposes of higher education: academics, training, and gatekeeping. Here's what these purposes mean to computing specifically.

Academics, in computing, means advancing the study of computer science, the creation of algorithms that do new things, or old things better, the limits of computation, the development of artificial intelligence, more secure transmission and storage of data, and myriad other things. A college that is strong in academics prepares the student to help the field progress--onwards to graduate school, research, teaching, and so on.

Training, in computing, is mostly about training for software development. Programming is a big part of this, but also the broader software development process, using ideas from general project management, and understanding databases, networks, and other things with which software interacts.

There's some overlap in these two areas, but they are quite different overall. Think of academics as comprehensive study of computing in order to help create a better future, and training as the development of skills to make the best software we can right now. Of course, to understand anything about computer science you have to know how to program, and to be a good programmer you have to know a little bit about most areas in computing. But you can become very knowledgeable about computer science without having the practical programming knowledge to do much useful development, and you can be a very useful programmer in many areas without deep understanding of computing as a science.

Finally, there's gatekeeping. That is, a degree is a stated requirement for some jobs. Beyond that, the perceived quality of the degree (that is, what college awarded the degree) may affect future employer's decisions as regards hiring and promotion. This is part of gatekeeping as well.

In order to receive a lasting benefit from attending college, it's important that you match your goals to the purposes of the school and program. Your first thought here might be just to go to a school that's really strong in all three purposes. That would be a great idea, except there aren't really any schools that are strong in all purposes.

Why not? One issue is time. Once you subtract all the courses given to core academics and start dividing the number of courses that are left among the various subjects in computing, there's no way to cover everything. Just to cover the academic function in its totality is impossible--take a look again at the list of possible elective subjects in the ACM recommendations linked in part 7. The more training you include, the more academics you leave out, and vice-versa.

Let's look at some samples to show the kinds of trade-offs that are involved. I want to stress that these are not pseudonyms for actual schools--I'm not here to point anyone to, or away from, a specific college. These just show common situations.

BIG STATE U is a land-grant institution with a total enrollment of 25,000 students, offering BS and MS degrees in computer science and computer engineering. The graduate programs are strong, with most graduate students, and many undergraduate students, working alongside professors in grant-derived projects. The undergraduate program's primary goal, then, is preparing students for graduate study.

This school gets high marks for academics. However, it may be lacking in training with all the focus on preparation for the graduate program. Another problem is that, like many schools with extensive graduate programs, many of the early undergraduate courses aren't taught by professors at all, but by graduate students. This isn't to say that graduate students can't be good teachers, but more often they are inexperienced and ill-prepared to help the neediest students. I was a teaching assistant as a graduate student, and though I consider myself an excellent teacher now, I assure you, I was not an excellent teacher then. Another problem is that even in the courses taught by professors, the professors haven't necessarily been recruited and retained on the basis of their teaching ability, but rather on the basis of their research abilities, and, not to put too fine a point on it, their ability to lure in grant money. Again, from a pure academic point of view, this is not always a problem. If you are primarily interested in research, the benefit of doing high-quality hands-on research may outweigh any deficiencies in the classroom. But if you are more interested in the training purpose, you may be in trouble.

This university probably gets a good grade in gatekeeping, regardless of the destination, academics or industry. In particular, successful undergraduate students can easily progress to the graduate program.

Finally, the school has a "medium" cost of attendence. There are lower-cost alternatives, but it is far from the most expensive.

OAK-LINED COLLEGE is a highly-regarded smaller school with an emphasis on the liberal arts, which nonetheless has programs in computing. There are fewer degree choices in computing, but the school tries to compensate with a decent selection of electives and some interesting interdisciplinary degrees. The core educational requirements are large enough that fewer credits remain for the courses in the major. The college has few graduate programs, and none in computing. This means there are considerably fewer opportunities for undergraduate students to engage in real research; it also means that professors are more likely to be hired and retained on the basis of their teaching ability, and almost every course should be taught by an actual professor.

This school does well in academics, but not as well as Big State U. With fewer courses, and without the graduate program or ongoing serious research to interact with, the student will only progress so far through that list of ACM recommended subjects. On the plus side, having even the earliest courses taught by career academics means that what the student does learn, he or she will likely learn well.

The program will perform decently in training, but given the liberal-arts focus of the overall college, it's unlikely that many of the courses focus on nuts-and-bolts practicalities.

Gatekeeping is excellent, both in academics or industry.

This is the most expensive of the three sample schools.

ONLINE TECH is a distance education school whose existence is shown only by an elaborate web site. They offer a surprisingly wide variety of degrees in computing, including standbys like computer science, but also in narrow categories, like web design or database development. The graduate offerings are sparser, and it's implied that few of the undergraduate students migrate to the graduate program. Rather, the graduate program is aimed at the student who earned an undergraduate degree long ago, and now needs to go back for a master's degree while still working full time.

This school probably has high marks in training. It's not so much worried about preparing students for the future of computing, but rather, for getting them gainful employment as soon as possible. The instructors are more likely to be from the industry, rather than career academics. The marks are lower for academics, though. The students who pass through have less patience for material that doesn't directly apply to daily work, and most of the students aren't intending to add graduate degrees.

The school does okay in gatekeeping for industry, where many prospective employers will just look at the names of the courses, and not care too much about where they were taken. The school gets poor marks in gatekeeping for academics, though. Traditional brick-and-mortar schools, even those that offer some courses online, are reluctant to accept credits from Online Tech for transfer, and traditional graduate programs are less likely to be impressed.

This is the least expensive of the three sample schools.

Again, these are not three actual schools, just typical examples. And there are plenty of schools that don't fit these patterns at all. There are all types of schools at all types of price ranges, many with surprising strengths and weaknesses. My point here is to demonstrate the kinds of trade-offs a student of programming will face when choosing a school. More on that in the next article ...


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Y'all Listen to This

Just a few quick tips for anyone who is trying to write a "Southern" character, about that most Southern of words, y'all. The first tip is that's how you spell it. Remember that an apostrophe, outside of being used in a possessive, indicates missing, unpronounced letters. Y'all is short for you all; the "ou" is what's missing. Some people, and I have to admit some of these people are Southerners themselves, write ya'll, probably from the influence of words like we'll.

The other tip is that y'all is a second person plural only; it's not some sort of blanket Southern replacement for you. It can only be used to refer to two or more people. I think some observers get confused because they see person A talking to person B, no one else in the conversation, and hear y'all. But in those cases, more than one person is being referred to, even if not present. Examples:

"Why don't y'all come over and watch the game with us?"

In this case, person A is inviting person B's entire family over.

"I hear y'all need to find a decent quarterback."

In this case, person A is referring to person B's chosen football team.

"Do y'all need anyone right now?"

Person A is asking if Person B's firm is hiring.

And so on. What you have to avoid is something like this:

"Y'all look good in that shirt."

"Y'all shouldn't have said that."

"I'm going to punch y'all in the mouth."

In these cases, Person B knows that Person A is some sort of impostor, and will alert the authorities as soon as possible.


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Learning How to Program: A Guide. Part IX

Matching Student Goals to Schools

(Be sure to check out part 1, part 2, part 3, part 4, part 5, part 6, part 7, and part 8 of this series if you haven't already).

In the last two articles, I talked about the purposes of higher education, and the strengths and weaknesses of individual schools. Now we are ready for the all-important question: how do you know which school is right for you? The short answer is this: you want to match your intended goals to the strengths of the institution.

Even before you start that process, though, there are practical considerations. You may be able or willing to travel only so far to go to school, for example. You may already have a job, perhaps even one in programming, with a schedule that must be worked around. And, of course, there's money. There's only so much you can spend on school; more to the point, regardless of how much money you could spend, if you have a practical bone in your body, you will want to spend as little as possible to achieve your goals.

There is also, of course, a large social aspect to attending college. Students want to go to schools where they already know people, or are filled with people they want to get to know, want to spend time on campuses they find attractive, to provide opportunities for the kinds of non-academic experiences they want to have. But while I acknowledge all of that, that's really beyond the scope of my discussion. In any case, I urge the prospective student not to place too much importance on non-academics when choosing a school, especially if you are a "traditional" student coming soon after graduating high school, because the fun aspects of going to college are there regardless of where you go.

Let's suppose, based on practical limitations -- proximity, money, etc. -- you have narrowed your choices to ten schools, a mixture of small, private schools, big universities, and online institutions.

Now you have to decide what your goals are. The truth is, very few students spend enough time considering this decision. Most students who were going to college because of programming would simply say that they wanted to become programmers (maybe they would use another term like software engineers), and that all of the schools they had on their list offer degrees in computer science or some other field that included programming, so all of them would meet their goals. Again, though, different schools offer different strengths and weaknesses as regards the three purposes of higher education. You don't want to attend a school that emphasizes a purpose you aren't that interested in, or is weak in the area where you would like to excel.

So why do you want to go to college, then? Is it for academics -- meaning, for our discussion here, that you want to learn the foundations of the science portion of computer science, that you want to help advance the field, do research? Or is it for training -- do you want to get out there and start earning your bread as a software developer, learn the tricks of the trade? And how important is gatekeeping? Do you expect your future employers to care where you received your degree? Is the degree itself more important than the work you'll do to get it?

You need to be honest with yourself here. What is it you actually want to get out of your college experience? Not what you think you should want to get out of it, or what someone else says you should get out of it, but what you want. Let me give you a couple of sample scenarios.

J. CODEHEAD is already a pretty good self-taught programmer who has been coding since childhood. J is just graduating high school, and wants to work at the cutting edge of technology development. While J knows there's a lot left to learn in terms of the practical aspects of programming (training), J is most interested in the academic aspect, the deeper understanding of how computing devices function. In particular, J is interested in computer vision systems, software that allows programs to process images, such as for use in autonomous robotics. Because J also hopes to work for one of the premier research laboratories, gatekeeping is also a factor.

H. PRACTICAL is just getting into programming. H works for the family business -- a small drug store chain -- and has been using software to help automate business practices. So far, this is mainly been macros in spreadsheets and off-the shelf database packages, but H has done enough programming to guess that it could be a lifelong pursuit, and sees a wealth of opportunities for applying programming skills in the areas of pharmaceuticals and small-business management. H wants to go to college for a higher order of training they can be provided by self-study. H is also looking forward to some of the general education courses, but isn't much interested in the academic aspects of computer science, a lot of which seems dry and esoteric from the course descriptions. H anticipates working for the family business for quite a while, and so is not particularly worried about the gatekeeping purpose.

Let me also provide an all-too-typical cautionary scenario:

K. QUICK has already learned a good bit about programming, but doesn't feel ready to take on real programming work. K would like to get to work as quickly as possible. Unfortunately, K is laboring under some misunderstandings. From reading the comments of full-fledged programmers like me who talk about getting started on programming before enrolling in a school, and who also point out the potential flaws of college education for programmers, K has decided that college education is valueless for programmers. K is therefore only interested in the gatekeeping purpose of higher education, intending to enroll in the school only to acquire a degree, and that only as a key to unlock a job. Neither the training nor the academic purposes are worth pursuing.

K's scenario is deeply troubling for a number of reasons. One, because it's based on an erroneous interpretation of the facts. Because of a variety of factors, it's tough to get full value out of a college education, but when there's proper alignment between the goals and abilities of the student, and the strengths and weaknesses of the school, there is tremendous value in it. Anyone who thinks it's just a kind of scam should stay out of it. Second, the attitude that K will bring to studies will demoralizing to other students who are there for training and/or academics. Third, and I've seen this more times than I can count, the student who enrolls in a computing program with no other desire but to get a degree is a student who is overconfident and quick to get in trouble. Worse, when the trouble arrives, students like K will be the first to cheat -- arguing, in effect, if it's all a game, if the only point is to get that piece of paper at the end, what difference does it make if it's the student's work?

The main point here, though, is that different people with different backgrounds will match up best with different schools. Figure out what you want to get from college first, and then start looking for colleges that match your needs. Next up: how do you know that a particular school is any good? Hint: it's not easy.


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