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I realize this comes at an enormous risk of being branded "subjective" and "discussion-based", but you don't have to argue with anyone, or me. I'd just like honest answers to the question. So first, the question:
In your experience, is it feasible to say I could find a job as a java or other "non-web" language/system developer without a CS degree?
A little background : I am a LAMP(PP) Developer, and have been working with the web world for the past two years or so, and am about 90% self-taught. [edit] I have been working part-time/freelance in html/css/javascript for about 7 years, and full-time salary doing php/perl for the past 2 years, for clarification. [/edit] A friend of mine who does a lot of Java has convinced me to start learning it, and I'm starting to be curious about my potential employability in a "non-web" environment. So far I've worked for marketing firms and doing application development for a web-based system, so having a Bachelor's degree in a non-related field (music) hasn't held me back yet.
Acceptable format for non-subjective answers :
"Our company does not require a specific degree, if you have a few years of employment history and can prove you know programming you can get a job"
-or-
"With the economy being the way it is, the only way to ensure you'll get past the first level of screening is to have an extensive relevant education"
Yes you can (otherwise I would not have a job). If you can show that you know the stuff, many companies will not bother too much about formal degrees. After all, they (should) hire people because they have certain skills, not because they acquired those skills in a specific manner. Studying at a university is one way, working with programming in practice is another.
Now, I think (guessing here, given my background) that you would learn things in the university that you will not typically pickup from being an autodidact, and that might still be useful when working as a programmer, but I would believe that the more time you have spent working on actual software that has been delivered to (hopefully happy) customers, the less the lack of formal degrees will matter.
In my experience, it pretty much depends on where you want to work, and in some cases, how far up the management ladder you want to go.
Some places I've worked don't really care if you have a degree or not. In fact, in one place I worked it was almost a detriment to have a degree, since much of management didn't have degrees.
Other places I've worked have required a "related" degree. In at least one case I was personally involved with, that was to their detriment, because a friend of mine was much better and more knowledgeable than any of the developers there, and looking for a new job, but they wouldn't even talk to her since she didn't have a degree.
Finally, for some employers, it's just whether you have a degree or not, and your major is not important. I know one guy doing Java development, and his degree is in history. Also, I work in a science facility, and lots of people here have degrees in a relevant science, and have little or no formal software development education.
It's a mindshift for sure, but I don't see any reason why you can't make the transition. A good programmer is a good programmer regardless of the language they're using. I've known guys that write excellent java code and easily make the transition to javascript or ruby. Where you might come unstuck is the fundamentals of computer science which is what you really get from the formal education. Things like pointers, memory management, threading etc are things that I tend to find "self taught" developers are usually not so strong in, but there's no reason you can't learn these things and if you're able to prove to prospective employers that you have a good grasp of the concepts and can prove you know how to use them then I don't think you'll have too much trouble.
In your case you should use your music degree as an advantage and look to land your first application programming job in a company doing music-related application development. Your music degree coupled with programming experience of any kind will certainly open some doors.
You may need to take an initial cut in pay to make the transition, though.
Speaking for my own experience and my country Switzerland: I started with an internal education in a big company and do not have a degree in CS up to now, some 23 years later. I had difficulties finding a job in the 2 years following the burst of the internet bubble, which I was able to breach being self-employed and with some unemployment money from the government.
Most big companies here do not care about degrees, unless you want to pursue a carrier. But then you need an MBA, not CS.
There is one exception, though, which are the consulting companies. They sell their services proportionally to the numbers of Doctors they have in the team, so no chance - unless you have connections.
Small companies here know that they have to invest for somebody to know the tools and languages they use - so if they are in need, they will hire you even with little experience in the exact field.
It might not harm to get some stuff done with the tools you would prefer to work with, but
good employers know that learning yet another language is not the hard part
work experience outweighs private experience
Go for it. Don't quit your dayjob and start looking around. After a few years experience will for sure outweigh education on the job market.
If you have the chance to visit some classes on the side, you can only benefit though. Personally.
My experience has always led me to evaluate past evidence. This means what is there to show what you have achieved. If you are entering a new technology, it will be a while before you will achieve this which means you may have to re-start at the bottom. Do you want to do that? If you are prepared to offer all your skills to a new job (including learning new languages), that would be better. In this way you become incrementally more valuable, irrespective of whether you have a degree or not.
I'm mostly self-taught, and in my career, I have transitioned from VB to C++/MFC to "classic" ASP to Java, and that doesn't even scratch the surface of all the ancillary technologies I had to learn to get my job done. I think all developers should expect to pick up new skills. It just comes with the job.
I think you're making an odd distinction between "Web" and "Application" development. Practically all of my Java work has involved building web sites, and the same is probably true for C#/.NET developers as well. As a LAMP guy, you already have a few key employable skills -- you know Linux, you understand (or should understand) the TCP/IP stack, how HTTP works, etc. And you know how to put together an attractive-looking interface, which is a rarer skill than you might think. You can leverage all these skills as you make the transition to Java/.NET/Whatever.
As for the music degree, don't sweat it. Some of the best programmers I've ever worked with have been musicians. I don't have a CS degree, and it hasn't slowed me down much. A certification might help get you in the door at some companies, but before that try a pet project or two in Java and see where it takes you.
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I am looking for some good text books in the public domain, which could be used to teach computing to school kids aged (10-15). I couldn't get any googling for it. Can somebody out there point me to good links. If text books are not available any information on what is taught commonly to this age group as part of computing curriculum will be helpful.
"Computing" is an awfully broad topic. Do you mean teaching them how a computer works (like on the inside), or how to use computer applications (word processing/spreadsheet/internet), or how to program them? I think all three would be good topics for 10-15 year olds.
My dad, a computer engineer, taught me much of the above on my own around that age (of course, it depends upon how motivated your students are). Mostly it was through experimentation, and asking questions. I'll point out a few good resources that I went through when I was that age. While these books aren't public domain, they're not that expensive (you can purchase all the books I mention below for under $100US at the time of this answer, cheaper than a single college textbook; the movies you could try finding at your local library). Note some of these are from MS-DOS 3.x era of 10-12 years ago, but honestly, the basic concepts haven't changed that much. The IBM PC platform still has the same architechture, it's just been upgraded. Applications have changed though.
How a computer works
You might want to teach about all of the different parts in a modern computer tower by opening one up and explaining to them what each part is and does, and how they hook together. It doesn't even need to work, you just need to be able to show them stuff. A good, simple book that explains the parts of a computer is How Computers Work by Ron White. I believe there is also a Magic School Bus episode on this ("The Magic School Bus Gets Programmed", Episode 50 From Season 4).
After that you may want to explain about the startup process, and how the computer first turns on, and doesn't know anything. Then you could explain about how the BIOS chip finds all the various things hooked to the motherboard, and then uses the hard-drive to start the Operating System (Windows/OS X).
There are some interactive programs that describe how all of these things work, although I can't think of any off the top of my head. There was an old learning program called "What's in that Box" that I used, but it's so outdated now its useless.
If you have really motivated students, you may want to introduce them to the electronic foundations of the computer, and binary numbers and gates. A good (teacher level) introduction to these things is Charles Petzold's Code. You try explaining how computers talk about things using 1s and 0s. Also, there is a Bill Nye the Science Guy episode on this (Season 4, Episode 78).
How to use applications
Honestly, I'm really not sure what to tell you here, but I imagine you can find lots of tutorials on this if you google. Explaining Word, Excel, etc. to students is beneficial and I imagine widespread.
NB: Teach students how to touch-type at that age. I didn't learn how to touch-type until I was in middle of HS, and it was hard. By that time, I had already learned how to do stuff on computers and play games on the keyboard, and so had my fingers memorized to go to all the wrong spots. If you catch them early, they'll do well.
How to program
The way I learned how to program at
age 10 was this way using a language called BASIC (BTW, that
link gives lots of other ideas for
learning how to program at a young
age). I'm certain others will have
good answers on this too. A book that I used to learn from after that was QBasic by Example, that a computer bookstore owner gave to me when I was 12 from his throw-away pile. That was my programming bible, and I read it cover-to-cover.
Note, though, that some students will want to do "cool" things when learning how to program; admittedly, how I learned would not be classified as cool. My old computer science prof from undergrad is involved in a program with inner-city kids that teaches them how to program robots using a language called LOGO, Sun's SunSPOTS, and LEGO Mindstorms NXT (depending upon the class focus). You basically give commands to the robot and it does them, and you can watch the robot do what you told it to do. Very cool, and interactive. It can get them thinking about programming, and how its about telling the computer/robot what to do, and how you can be a "robot commander" or "computer commander." This is, essentially, what computer programmers do everyday.
The new children's show Cyberchase teaches critical thinking skills that are a foundation to programming skills.
Just some thoughts to get you started. I think many kids would appreciate a hands-on approach; most of those in the industry got started because of hands-on exposure and not rote book-learning. The above early education, along with some books, worked for me, most of that stuff I rattled off from memory.
Also check out Woz.org; Steve Wozniak (programmer/hardware engineer, designer of the Apple ][) now teaches grade school children computers.
Try How to Design Programs: An Introduction to Programming and Computing, by Matthias Felleisen, Robert Bruce Findler, Matthew Flatt and Shriram Krishnamurthi. The book uses a language called Scheme, which is freely available and designed to be used by students. The book is available online at www.htdp.org.
The book was designed to be used by high school and university introductory programming classes and is intentionally written to teach how to design a program, not just how to use the syntax of a particular programming language. It stresses things like how to design readable programs, thinking about the structure of your program before typing anything, and general programming concepts such as recursion and encapsulation.
Think Python would be my first choice for teaching programming. The book is free, python is free, and some really good IDE's are free - Stani's Python editor or Wing IDE 101. This provides a really good environment and set of resources for teaching programming to kids in that age range. If programming is a bit much for the younger kids, PyGame can be used to get simple graphics on the screen fast - and that is a great way to hold onto attention span.
EDIT: I just ran across a great book for introducing computer programming to kids (and other beginners): Hello World! Computer Programming for Kids and Other Beginners. This book uses Python as the programming language, and the projects are all simple games. Overall, this is a great book for introducing kids to computer programming.
In the UK schools tend to have some affiliation with Microsoft so:
Word
Excel
What is a network
Dinner-time Java class (if lucky)
What areas are you trying to focus? MIT open course ware offers a few good open texts on different programming languages - but doubtlessly intended for an older audience. I think that finding books specific to this age group on general computing will be a challenging task, but there are always good websites that the kids can explore addressing a variety of different topics.
As mentioned, unless you know the kids to be at a more advanced level (which many that age are now days) I'd focus on word processing, web use (searching & responsible surfing) and things of that nature. Googling "introduction to for kids" will often yield useful websites on things of such nature.
Check out Squeakland. It's specifically about computers & teaching.
Not a book, but could looks like a pretty good resource.
KidsDomain.com
The C# Yellow book by Rob Miles is a good and free resource to teach students C#. It is used by the Department of Computer Science in the University of Hull as the basis of the First Year programming course
For younger kids especially ToonTalk is an awesomely cool introduction to programming. It even does concurrent programming from the very beginning. ToonTalk teaches foundational principles while being extremely engaging with a 3D interface, animals to carry out computations and so on. I recommend it very highly!
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I guess, the following is a standard problem on every school or university:
It is Your job to teach programming. Unfortunately, some of the students
are semi-professionals and have years of experience while others do not even know the basic concepts, e.g. the concept "typed variable".
As far as I know, this leads to one of the following situations:
Programming is tought from its very basics. The experienced students get bored and discontinue to visit the lectures. As a consequence, they will miss even the stuff they do not already know.
Teachers and professors claim that they require basic knowledge (whatever that means). Inexperienced students cannot follow the lectures and a lot of them will focus on unimportant stuff (e.g. understanding every detail of a complex example while not getting the concept behind the example). Some of them will give up.
Universities invent an artificial programming language to give experienced programmers and newbies "equal chances". Most students will get frustrated about the "useless language".
Is there a fourth solution, which is better than those above?
IMO this is a problem based on the placement of the students, not something you should be too interested in dealing with on your end as a teacher.
If the course is an introduction to programming a computer, then you really need to start with the basics. If you have a classroom full of professionals who know how to program and they don't show, it was either a problem with your course description, or the school forcing them to take the class as a pre-req without allowing them to test out.
Your job should be to describe what you want to teach in the course description, and teach it. If students enroll who are overqualified, that's their problem. I think the only thing you really need to avoid is trying to make the course too advanced for beginners if your course really is for beginners.
I think the best way to keep it interesting is to bring up practical and interesting exercises along the theory. Taking a problem-solution approach is great (with interesting, funny, exciting, real-world problems). This requires the professor himself to have hands-on experience, work with new technologies and know them pretty well and not just teach what he had learned a couple decades ago.
The thing is, programming should be learned by practice. The instructor should focus on motivating students to code and try to solve problems themselves. This can be done by assigning a complete life-like project at the beginning of the course and working through the subproblems that occur in the project in the class. This way, students will have an idea why some specific feature in the programming language exists and where it might be useful.
Just a thought though. Not tried it! ;)
I recently attended a course in which there was a very wide spectrum of experience in programming among the students. They still managed to keep the experienced programmers in the class interested by having an exercise program in which they timed the practical parts of the exercises (the programming part), and posted the results in a high score chart. At the end of each lecture, the professor gave some pointers as to how we could improve our times even more. As we all know, all engineers love competing for topping such lists, so we kept showing up, and even learned a new thing or two.
The inexperienced students managed to complete the exercises too, even if they didn't care too much about their times.
Don't know if your course is one that can implement this solution, but if it is, you should really consider it.
I think there are a couple if things you can do to help bridge the gap between advanced and beginner students and to keep everyone interested and involved in the course.
Advanced Workshops
If it can be arranged (using PHD students etc.) run an optional weekly workshop which anyone can attend, but which is aimed at the more experianced students. Set a code task / challange each week and then at the workshop go through various solutions to the problem and discuss the implications and the theory behind the different choices.
This provides an interesting challange for the more experianced coders as they have something to get thier teeth into. It opens some debate and can help intermediate people grasp interesting concetps and if you get people to present thier solutions, it introduces an open reviewing style which is beneficial. It also helps the beginners in that you don't have to present them with really advanced concepts in the main lecture series just to keep the experienced people interested.
Student Involvement
Experienced people generally are experienced because they enjoy coding etc. and a lot of people love to share their knowledge. A really good way to use this, and to help both beginners and advanced students is to get the more advanced students involved in the teaching. If you run classes/labs where students complete exercises, try getting volunteers from the more experienced students to act as mentors/ supervisors for the labs. When the beginners struggle they can help out by explaining fine details or subtleties etc.
This can really help the beginners, as there are never usually enough staff available for everyone to be able to ask individual questions. It can also really benefit the more advanced people, as having to explain concept which you "know" is a great way to reinforce them in your own mind, and even to discover that you have subtle misunderstandings in your own knowledge.
Don't assume more than you need to; try to select programming environments which don't have too much intellectual baggage. You may think a C "Hello world" program is simple, but that requires understanding source files, compilation, static typing and block structuring. There are not easy concepts for a beginner. In comparison, typing "print 'hello world'" into a Python shell avoids them. Declarations, compound types, object orientation, pointers, floating point, recursion, modularity, threads, callbacks, modularity, networking, databases and so on are all major concepts which require effort to learn. And, there are plenty of fun things to be done without them. Your goal should be to get everyone in the group doing programming exercises as soon as possible.
Mixed ability teaching is hard; stream it by splitting the group up if you can. Maybe publish a quiz of basic concepts, and have an optional basic concepts section for those who didn't get 100%. Some people think they are experienced programmers but have misunderstood basic ideas.
If the course time available is too short to let people try lots of exercises, then I'd drop the more advanced material before I dropped practical work.
In one course I took, a large part of the course grade was derived from a end-of-term project which was announced in advance with extra credit available for assorted add-ons and frills. Sufficiently experienced student could start working on it while their less prepraed brethren were being taught the basics.
But as Dave Markle says, part of this is a matter of getting the right students into your class: you really want a cohort that is fiarly well matched at the start.
If you have many experienced students or this is an upperclassmen/graduate level-course, you should focus on integration into existing ecosystem. Being able to understand and integrate into an existing project rather than to always work from scratch is the most important skills you can give to give to those students.
Thus, programming assignments should come from real world scenarios. E.g., assign them tasks in an open source project. This can also make it more interesting, especially as their work may become part of a real world project.
If it's really beginners, tough luck, you will have to stick to the basics though if the students are non-CS majors, you can create problems from their own domains (e.g., engineering, chemistry, etc.)
I think your could be toast.
After some point, the difference is just to wide. It will take the whole year to get the beginners to the point that they can even understand stuff that wont bore the more advanced people.
However this clearly depends on the topic and setting. For some combinations of those the solution is teach to the level that the class is billed for. Those that are to advance will get board and quit, those that are to inexperienced with fall behind and quit. Don't worry about it to much as neither should have taken the class anyway. If on the other hand they need to take the class then some one further up the ladder messed up.
Sitting in your chair watching someone talk is boring (even if you talk well).
Things are interesting if you can achieve something, when you can manipulate the world and have a moment of success. So add as many practical exercises as you can and make really sure that they can do them in time and that they can do them successfully in time.
Nothing is more frustrating than to hear: "Well, I'm sorry that you couldn't complete it. You can find a solution here. Let's copy that and pretend it did work and move on." Examples during a course are simple and the people in front of you know that. So if they can't even solve the simple examples you bring along for them, what are they going to think?
I always think it is best to learn through practice. At the beginning of the course especially it is incredibly boring to teach language syntax in a lecture. It is far better to require your students to complete some work on their own or in a lab with assistants. This allows the more experienced students to get through the work quickly.
Once this is done you can have a lecture where you discuss some of the solutions to problems. Why they are good and why they are bad.
This works especially well if you also structure your course in such a way that students are always building on their rpevious work. The first week can be something simple like calculate how many days old I am from my birthday. A problem that is relatively simple mathematically but has a few weird cases. This might take several hours for someone inexperienced. Especially if they are learning syntax at the same time. But it gives them a simple goal to work toward.
After this you can expend on it. eg: take lasts weeks program and add functionality that allows it to batch process a file. This teaches people the importance of restructuring and refactoring, and can be expanded week after week. You may even want to distribute a good piece of work from the previous week for those that are falling behind to use. Obviously you will need to make sure people don't get too far behind, but this is a nice way to make sure that everyone feels that they have a fair shot at it even if their previous week's work wasn't too good. Those who are doing well will end
The key is to keep your lecture sessions relatively high level, and have people learn the syntax on their own, or with lab assistants. You can teach them different ways of thinking about a problem but the actual act of writing code is much easier to learn by doing it.
I once through a scheduling nightmare ended up teaching a beginner class and an advanced class in the same classroom at the same time. What I did was divide my time between the two levels by starting out giving the advanced group an assignment to do in class while I worked with the beginners and then giving the beginners an assignment while I worked with the advanced. You could do something similar (only having the groups self-select into the group they wanted to be in). Prepare some extra material for the more advanced ones and you are off to the races.
Another strategy is to keep everything at the beginner level, but offer the more advanced students some other material to do for extra credit (or even as substitution for some of the simpler tasks you require of the beginners). Discuss the more advanced assignments with them outside of class or individually while the class is working on practical work in the lab.
Keeping the lectures interesting with plenty of real world examples is helpful too. I tended to lecture as little as possible though and present the material more through class discussion and practical exercises and through asking leading questions. Making them find the information to answer your questions (and class participation was part of the grade) will make them pay more attention.
I also ended each semester with a course project that I only described what they had to do in order to get a B. An A would involve doing work beyond that including work in an area not covered in class. The more advanced students can then really shine by looking for really cool new things to do and even the beginners usually find a way to do something not covered by the course. It's amazing how much extra effort they will go to when they don't know how much more they have to do to get an A. Other instructors would be amazed at the quality of the end of the course projects I got and several of them started using the same method.
It may be better to break up a few areas of concern with what some would call, "Introductory Programming":
1) Introduction to personal computers and modern computing. Assuming that the course's software runs on windows, there may be some that need to cover the basics of a computer, e.g. what is a hard drive, keyboard, mouse, monitor, CPU, motherboard, etc. Note that this has nothing to do with even one line of code other than naming operating systems potentially. For some people this may be new to them and thus having a course that covers the basics, may well be worth it. Also in this course would be ways to use a mouse and all its various buttons, what are the various kinds of cables and connections people have, what are drivers, what are patches, what are parts of a network, e.g. firewall, router, load balancers, etc. The idea here isn't to get into how to configure a firewall perfectly, but rather that the person understands what various hardware components are for and possibly how to configure a home wireless network as the most complicated concepts taught.
2) Principles of programming. This would start with the idea of what are the steps are there to execute a sequence of commands. Things like printing and performing Mathematical operations, e.g. converting from Imperial to metric,would be covered with possibly sorting being the most complicated example, viewed from a variety of different algorithms and an understanding at a basic level of big-O notation.
3) Introduction to Data Structures and Advanced Programming. Now, let's introduce the concept of a relational database and how databases work in general and have projects with real world application, e.g. have each student take a list of something they have like DVDs or CDs and put these into a database schema to efficiently store all this data. Also, the idea of floating point arithmetic and its limitations, e.g. that a computer doesn't store the whole value of pi but rather an approximation that should be good enough in most cases.
4) Introduction to Parallel Programming and Operating Systems. Here you would have some in depth work in building an Operating System and handling how to write code that can run concurrently or in Parallel and how efficient are various programs under different circumstances.
That is how I could see someone breaking up programming so that it isn't where someone can learn in a week enough to pass the final without looking at anything else.
I have frequently been in this situation, first on the student side of things, and then on the teaching side.
Most schools force those sort of courses and their curriculum. This is silly, but such is life. If your school does allow it, I would suggest offering students attendance waiver if they pass an early screening test. It is in your interest and the interest of the freshmen to not sit in a class where a significant portion of the population is bored. Even being in a room with tons of people starting at their laptops harms discourse. Everyone is required to attend tests and submit assignments, but they at least don't have to show up.
Once you work with the novices, figure out if they're majors or nonmajors. Nonmajors will resent being in a CS course, you have to try and make it approachable for them. E.g., use examples from physics or chemistry or math rather than from building an interactive gui system.
If they're CS majors, they'd better damned be interested :)
My opinion is that teaching sample programs is dead-boring for most people. Searching, sorting, classification of 7-bit ascii input, using unix & make, opening a file, writing a file...
These are boring problems. Regardless of their importance/usefulness, these are tools. Unfortunately, tools are what's taught in intro courses, not problems.
But you need tools to be able to solve a problem. So it's a kind of chicken-egg problem.
Real world examples of code the student can imagine themselves doing out of their free time.
I remember a teacher telling me to use const values it was the tax of something. I only had to use the value in two places. She asked what if i need to change it i said its only in two places and i'll change it by hand also i couldnt imagine the gov ever changing the tax %.
I cant think of an non complex example where i would use a const so i wouldnt try teaching them to use that but for arrays i would simply write a guessing game then when the player wins the game, it plays back all the guesses in the same order to them. There is no easy way to do that w/o arrays and i could see how keeping track of someones steps/guesses would be useful (bragging rights to how quickly a person guessed it).
On the first day give the syllabus (what they will learn) and required basic knowlege (things you must know or else not take this class) and stick with it. After these all you can do is teach well (explain things well, answer questions, give a joke or two now and then etc). Caring who attends class, whether or not the field is boring, whether student lied about pre-requisites or not, who listens and the other yada yada is beyond your controls. Besides, you should expect adults to be adults. If students skip class and ace test, maybe that is best for them. If they skip class and bomb tests, well maybe they are in the wrong place.
I hated when professors had this mentality when I was in college. Now as a working professional I understand it.
Center the programming exercises around either sports or movies.
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A little backround:I'm a 22 yr old with just a high school degree and a lot of free time (college did not work out). I am completely new to web programming and I have taken a couple day classes in Photoshop, Illustrator, Dreamweaver, Fireworks, and InDesign. Seeing as these are only day classes, I am by no means a pro at any of them but I am getting more familiar with the Adobe programs. My teacher who was a freelance web designer told me that along with those Adobe programs, if I could learn HTML, XHTML, CSS, Flash, and Java that I would be in good shape regarding getting a job. She also told me if I could get good at both the design and programming sides, I could really get a good job.
I was just wondering if anyone has some advice or information for basically a noob who is starting from scratch and really wants to get into this profession. I've gotten on lynda.com to try and get going on the programming stuff and I'm just trying to turn some of these skills into a job. Best case scenario is that eventually I could be doing freelance and supporting myself...But that is obviously very far away. ANy advice would be greatly appreciated....
Advice You Don't Want To Hear
figure out what went wrong with college - at 22, you should have graduated by now, or close to it
fix it!
focus!
go back to college with a new focus and resolve - you now have a goal
If You Can Teach Yourself, You Can Graduate College
if the problem was boring general ed classes, look into CLEP tests to test out of them
if the problem was curriculum, take classes you are interested in first
if the problem was time, start part-time
if the problem was school choices, research different colleges - many online universities are now accredited
if the problem was self-discipline, then freelancing is not a good career choice
I'm not saying that you can't do what you asked about, but your chances of getting a good job are greatly increased with a degree, even a 2-year degree.
Obviously, this is not the only path, but it is arguably the easiest path. Marketing yourself when you have no degree and no experience is difficult, even if you are overflowing with talent and creativity. (It's easier now with the Internet, but by the same token the marketplace is that much more crowded.)
Good luck!
I'm currently a software engineering consultant. Familiarity with the following list of things helped me get an interview and an offer right out of college.
Note: HTML, XHTML, CSS... these are just markup languages, and chances are they'll barely be glanced at if you put them on a resume. Flash (not so much) and Java are more impressive, but you might want to look into the following additional topics/technologies to really spice up that resume:
Get comfortable with OO (Object-Oriented) principles (inheritance, polymorphism, abstract vs concrete classes, encapsulation, etc.)
Java is a great open-source beginner programming language. I'm primarily a .NET developer so I tend to favor that, but I started with Java in my college days and picked up on it very quickly
.NET 2.0, 3.5 -- C# and VB.NET (LINQ, lambda expressions, anonymous methods, etc.) -- You can start with the Express edition of Visual Studio, but may eventually want to get the full version
Move on to higher level programming concepts such as Design Patterns (MVC/MVP, Command, Facade, Adapter, the list goes on and on) -- I'd recommend the Gang of Four book (Google will tell you which book it is)
Database Management Systems
Learn SQL, be comfortable JOINing, using GROUP BY and HAVING clauses, and familiarize yourself with aggregate functions
Tackle DB design concepts (relational modeling especially)
Start with the free ones, like MySQL or PostgreSQL, then...
Focus on Microsoft SQL Server or Oracle (these are the big cats)
Go deeper with things like Normal Forms, data warehousing (OLAP, MOLAP, ROLAP, cubes, etc.)
Testing: look into unit testing and test-driven development
Software quality assurance - defect prevention techniques, etc. (this goes along with some of the points mentioned below)
Look into methodologies like Waterfall, Agile, and XP (eXtreme programming), perhaps even PSP and TSP
Learn to use Source/version control systems such as CVS, SVN, and VSS (Microsofts, unfortunately not free -- the first two are)
You could get really crazy and learn about static code analysis, but definitely look into code reviews and code inspections
EDIT: I thought I'd give you some books to check out (no particular order):
Introduction to Algorithms, 2nd ed.
Thomas H. Cormen, Charles E.
Leiserson, Ronald L. Rivest, and
Clifford Stein, 2002.
Artificial Intelligence: Structures
and Strategies for Complex Problem
Solving, 5th edition. George F.
Luger, 2005.
A First Book of Visual C++. Gary J.
Bronson, 2000.
An Introduction to Object-Oriented
Programming with Java, 3rd edition
(Java 1.5) update. C. Thomas Wu,
2004.
Mathematical Structures for Computer
Science, 5th edition. Judith L.
Gersting, 2003.
Mastering the Requirements Process,
2nd edition. Suzanne Robertson and
James Robertson, 2006.
Data Management: Databases and
Organizations, 5th edition. Richard
T. Watson, 2006.
Software Quality Engineering:
Testing, Quality Insurance, and
Quantifiable Improvement, 1st
edition. Jeff Tian, 2005.
Artificial Intelligence: A Modern
Approach, 2nd edition. Stuart
Russell and Peter Norvig, 2003.
Software Architecture in Practice,
2nd edition. Len Bass, Paul
Clements, and Rick Kazman, 2003.
Unit Testing in Java: How Tests
Drive the Code, 1st edition.
Johannes Link and Peter Frohlich,
2003.
Practical PostgreSQL, 1st edition.
John C. Worsley and Joshua D. Drake,
2002.
PSP: A Self-Improvement Process for
Software Engineers, 1st edition.
Watts S. Humphrey, 2005.
TSPi: Introduction to the Team
Software Process, 1st edition.
Watts S. Humphrey, 2000.
I guess that's all I have for now. If you can get these things down, your skill set should be pretty solid, and you'll be on your way towards being another member of the software engineering world. I'm not sure that anything you do on your own will give you the same level of knowledge as college courses, but I'm sure this is a good start. This is a hefty list; don't be surprised if obtaining these skills takes a couple of years.
As far as your graphic design skills, depending on the type of job you find yourself in, they may be more important than your programming skills. On top of either skill sets, make sure your soft skills are polished and that you are confident in your work.
Don't create websites by exporting to web from your design programs. If you see yourself creating slices and mouseover effects in Fireworks STOP and hit yourself in the head with something heavy and blunt.
Learn XHTML and CSS and learn them well. Try to be as semantic as possible.
Pick an all inclusive framework and build yourself a web app like a blog. As much as I love ASP.NET it is not all inclusive. It is massive. It will throw you in every direction. The same can be said of Java. Try something simple like Django or Rails.
Practice, practice, practice, and realize that all that you know is crap and that you need to get better.
Go back to 4 and do it till you die.
Ok, this may not be popular - but is drawn from my own experience at being a "self taught" programmer. The bottom line for getting a job at a company as a "programmer/web developer" is about "0%" without some type of degree/certification/on-the-job experience.
You may have noticed "the problem" with that statement - without a degree or certification, how do you get "on-the-job experience"? Welcome to "the real world".
My path to becoming a developer started with "the desire" ... and getting a job doing something else (Semiconductor manufacturing if you must know). I learned programming on my own as a "hobby" and continually looked for ways to apply it to my job tasks to improve my "job performance". I eventually applied for positions that would bring me closer to "programming" to make better use of my growing skills until I had enough "job experience examples" to apply for a programmer position.
That took "8 years". Regardless of what you think about college, getting "any" degree related to computer science at one would have cut that in half. You can do it on your own, but until you have some outstanding examples of how you used your programming skills to solve "real business" problems, you won't be considered over anyone with a degree "just out of school". When you finally do make it, you will notice that the "just out of school" folks who don't know jack about solving "business problems" will probably start with a better salary than yours.
The environment is probably better now than when I started (25 years ago - :-)) but the same general principle applies - the degree may not mean you know how to program, but it will get you past the "HR" screening process so you can get the job. :-)
Good luck ...
Create a project that would actually be useful and non-trivial for you: A forum or message board, or a job posting site, for instance.
But here's the important part: Give yourself a firm deadline. You can do quite a lot in, say, 4 weeks, and if you keep to a schedule like
database backend in week 1
login system in week 2
messaging in week 3
and so on, you can broadly cover many related subjects. Your project won't be pretty, but if you start out being a perfectionist, you'll never finish it, and will end up knowing only the first half of the technology in your project really well.
As you get more experience, you can go back and polish things up or rewrite stuff you did wrong, and then you have a portfolio that accurately reflects your current skills.
Learning HTML, XHTML, CSS, Flash, and Java plus several graphical programs is a pretty tall order. You'll overwhelm yourself trying to do that. Pick one and learn it then move onto the next. Grab a book or search the Stack Overflow archives for recommended online tutorials.
The best way to learn is to pick a project and just work on it. Then learn on demand as you find a need. The end product won't be the highest quality, but you'll learn how everything works together.
For serious web developer it is very crucial to understand how websites work inside out.
As you are starting from scratch I strongly recommend W3Schools.
With this website you can learn from Very Good Tutorials, then Try It Yourself and Test your skills.
Here are the steps for an absolute beginner:
html
css
JavaScript (Client Side Scripting)
PHP (Server Side Scripting)
SQL (DataBase applications)
DOM(Document Object Model)
AJAX
Drupal/Joomla/Plone (Content Management Systems)
NOTE: Type the code rather than cut-paste or using tools like Dreamweaver/FrontPage.Use the tools only after you are very comfortable with manual coding.(Believe me this helps a lot)
Enjoy!!!
The best I could suggest is that you create a fake need, for example create a simple file read / write app, or something that can toss information onto a database and retrieve it.
A more advanced project you could start on after would be a tagboard of sorts, with Create/Update/Read/Delete (CRUD) functionality, and add features to it in order to get practice with cookies, login, more database functionality, etc. You could also try using an image editor that just draws a clock showing the current server time the request was recieved as practice with images.
I would recommend learning html and css first. That is the cornerstone of anything you'll do on the web. For graphics, learn photoshop. Once you can make basic html websites, I would then choose to pursue either asp.net or flash. There are good jobs in both fields. I would say pick asp.net if you like programming, and flash if you like the visual aspects of web development more. As an asp.net developer I would say 90% of my day is doing database related work with MS SQL server. Really focus on databases. Finally, if you develop with asp.net, you should program in C# rather than vb.net. I started as a vb.net programmer and had to switch to C#, simply because most of the professional world uses it, hence it will be easier getting a job.
Look into local Code camps and user groups, create a project and build it, start by lerning HTML, CSS and javascript, then look at learning PHP is a great starter language for doing beginning web development the code side.
as far as getting a job without a degree, start a little lower on the food chain, I started in the QA lab, from there you can learn from the development side good practices and the do's and don't. Also as a QA person you learn in a hurry who are good developers and who are not simply by the work they produce.
W 3 Schools is a neat beginner/novice reference and tutorial site.
The site covers most technologies used in web-development.
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What languages and tools do you consider a youngster starting out in programming should use in the modern era?
Lots of us started with proprietary Basics and they didn't do all of us long term harm :) but given the experiences you have had since then and your knowledge of the domain now are there better options?
There are related queries to this one such as "Best ways to teach a beginner to program?" and "One piece of advice" about starting adults programming both of which I submitted answers to but children might require a different tool.
Disclosure: it's bloody hard choosing a 'correct' answer to a question like this so who ever has the best score in a few days will get the 'best answer' mark from me based on the communities choice.
I would suggest LEGO Mindstorm, it provides an intuitive drag and drop interface for programming and because it comes with hardware it provides something tangible for a child to grasp. Also, because it is "LEGO" they might think of it as more of a game then a programming exercise.
My day job is in a school, and over the past few years I've seen or taught (or attempted to teach) various children, in various numbers, programming lessons.
Children are all different - some are quick learners, some aren't. In particular, some have better literacy skills than others, and that definitely makes a difference to the speed at which they'll pick up programming. I bet that most of us here, as professional computer programmers and the kind of people who read and post to forums for fun, learnt to read at a pretty young age. For those kinds of children, and if it's your own child who you can teach one-on-one, you could do worse than JavaScript - it has the advantage that you can do real stuff with it right away, and the edit-test cycle is simply hitting "refresh" in the browser. It gets confusing when you start to run in to how JavaScript does everything asynchronously, and is tricky to debug, but for a bright child under close tuition these problems can be overcome.
LEGO Mindstorms is definitely up there at the top of the list. Most schools now super-glue the bricks together to create pre-made models that can't have bits nicked off of them, but this shouldn't be a problem at home. Over on the Times Educational Supplement site (website forum for the UK's weekly teaching newspaper), the "what programming language is best for children?" topic comes up pretty regularly. Lots of recommendations over there for Scratch as an alternative to Mindstorms - bit more freedom than Mindstorms, again probably better for the brighter student who could also be given a soldering iron.
I've found that slower pupils can still have problems with Mindstorms, even though the programming environment is "graphical" - there's still a lot going on on screen, and there's a fair bit to remember (this was an older version, mind - haven't tried the snazzy new one yet). In my experience, the best all-round introduction to programming is probably still LOGO - actually a considerably more powerful language than most people give it credit for. The original Mindstorms book by Seymour Papert (nothing to do with LEGO - they nicked the title of the book for their product), one of the originators of LOGO, is the canonical reference for teaching programming to children as a "thinking skill" and for the concept of Constructionism in learning.
We've had classes of 7 or 8 year-olds programming LOGO. Note that we aren't aiming to make them "software developers", that's a career path they can decide on at some point post-16. At a young age we're trying to get them to think of "computer programming" as just another tool - how to set out a problem to be solved by a computer, in the same way they might use a mind map to help them organise and remember stuff for an exam. No poor child should be sat down and drilled in the minutia and use of a particular language, they should be left to explore and figure stuff out as they like.
I'll second Geoff's suggestions of Phrogram (used to be KPL), and Alice.
My only other suggestion is Lego Mindstorms NXT. The NXT's programming language is drag-and-drop, is very easy to use, and can do some very complicated tasks once you learn it. Also young boys usually like seeing things move. :)
I've used Alice and NXTs with some young kids, and they've taken to it very well.
Two possibilities are:
Scratch - developed at MIT - http://scratch.mit.edu/
and
EToys from the One Laptop per Child fame - http://wiki.laptop.org/go/Squeak
Full disclosure: I'm one of the guys who invented Kid's Programming Language, which is now http://www.Phrogram.com, which others have recommended here. Let me add some programmer-oriented info about it.
It's a code IDE, rather than drag-and-drop, or designer-based. This was intentional on our part - we wanted to make it easy and fun to do real text-based programming, particularly programming games and graphics. This is a fundamental difference between us and Alice and Scratch. Which you pick is a matter of the kid, their age and aptitudes, your goals. Using them serially with the same beginner might be a great way to go - if you do that, I would recommend Scratch, Alice, Phrogram as the order. Phrogram has worked best for 12 years and up, but I know dads with 6 year olds who have taught their kids with it, and I know 10 year olds who have taught themselves with it.
The language is as much like English as we could make it, and is as minimal as we could make it. The secret sauce is in the class-based object heirarchy, which is again as simple, intuitive and English-like as we could make it. The object heirarchy is optimized for games and graphics. 3D models are available, and 2D sprites. Absolute movement using screen coordinates is supported, or relative movement ala LOGO turtles - Forward(x), TurnLeft(y).
The IDE comes with over 100 examples, some language examples (loops), some learning examples (arrays), some fully-functional games and sims (Pong, Missile Command, Game of Life).
To give you a sense of how highly leveraged we made the language and the IDE: with 27 instructions you can fly a 3D spaceship model around a 3D skybox, using your keyboard. The same with a 2D sprite is 12 to 15 instructions.
We are working on a Blade-compatible release of Phrogram that will allow programs to run on the XBox 360. Yeah, the XBox, on your big TV. Nice motivator for getting a kid started? :)
Phrogram includes support for class-based programming, with methods and properties - but that's only encapsulation, not inheritance or polymorphism.
A tutorial and user guide is available,
My own ebook is available at Amazon and other places online, "Learn to Program with Phrogram!," and gets a beginner started by programming the classic Pong.
Phrogram Programming for the Absolute Beginner, by Jerry Lee Ford, Jr., is also available, as a paperback, at Amazon and elsewhere.
For a child, I would go with Alice. Any kid is going to like the drag-and-drop interaction that Alice uses better than trying to remember how to spell and punctuate any programming language. He/She will learn the basic programming structures (conditionals, loops, etc.) and will experience the fun of building an animated program they can show off to other family or friends.
A beginner CS class at the local community college actually uses Alice to teach programming in a language-independent way. It provides a good foundation for moving into programming in a particular language (or a few languages) down the road.
I recently saw a presentation about GreenFoot (a java based learning environment for children). It looked awesome. If I would have kids, I would give it a try
Link to the presentation
It is a very playful environment, where you could start with very basic methods. The kids learn thinking in an object oriented way (you cannot instantiate an animal, but you can instantiate a cat). And the better they get, the more of Java you can uncover for/with them.
I'd go with Scratch, some points regarding it.
It's a graphical programming language. It isn't text based (this might be
positive or negative). It does make it more intuitive and easy for kids (7 and
up).
It's actually highly object. The objects you write these graphical scripts have the code attached to them and can be reused and moved around.
Very Important: quick and impressive results. Kids need to get going fast and get results in order to get hooked.
I'd like to note that although many of us started programing at a young age in basic or logo and because programmer later in life doesn't mean those are good languages to start with. I think that kids today have much better options, like scratch or Alice.
Text based languages (python, ruby, basic, c# or even c) are dependent on external libraries and tools (editors, compilers) while something like Alice or scratch is all inclusive and will teach kids (not aimed at teens) programming concepts. Later they can move on and expand their learning.
Check out Phrogram (formerly KPL) and Alice
I'd say: give the kid a real C64, because that's how I got started. But, today... I'd say Ruby, but Ruby is a bit too chaotic. BASIC would be better in the long run. Processing is easy to learn, and it's basically Java.
The reason I recommend a C64 is because it's BASIC, but you still have to learn certain computer-related things, like the memory model, pixels, characters, character maps, newlines, etc. etc, if you want to do more advanced stuff. Also, if your kid finds it boring, you know his heart really isn't into coding.
I would pitch LOGO. It was something that was taught in my elementary school. It gives nearly immediate feedback, and will teach really basic programming concepts. Moving that little turtle around can be a lot of fun.
For a child, I would go with Alice.
Here is another vote for Alice. My 4 kids have had a ton of fun working with it and learning the basic concepts of programming. Of course to them it's all about socializing with fairies and ogres, but heck the darn legacy system I work on could use some faries and ogres too.
I'd recommend python, because it's so terse and expressive. Seems less likely to frustrate when getting started, but offers plenty of room to learn more advanced concepts as well.
Game Maker might be another approach. You can start simple with easy drag and drop development, and then introduce more advanced programming as you go. The book The Game Maker's Apprentice: Game Development for Beginners has a number of sample games and takes you through the steps required to make them.
I think python is a good alternative; it is a very powerful language also you can easily do a lot of things (not boring at all).
Checkout Squeak developed by Alan Kay who think programming should be taught at early ages.
How old? Lots of us stared with BASIC at some point, but before then, I learned the concepts of stringing commands together, variables, and looping with LOGO. Figuring out how to draw a circle with a triangle that can only go in a straight line and turn was my very first programming accomplishment.
Edit: This question & its answers make me feel old.
Though _why hasn't given it much love in the past year or so, for a while I was really excited about Hackety Hack. I think the key for most new programmers, especially children who are more than apt to losing interest in things, is instantaneous feedback. That was the really wonderful thing about Hackety Hack: a few lines of code, and suddenly you have something in front of you that does something. There are a few similar applications aimed at things like drawing graphics (one of which, I briefly assisted Nathan Weizenbaum on, Scribble!). Kids simply need positive feedback that they're doing something correct on a regular basis, else there's nothing to keep them interested in the task at hand. What I think the future is for teaching children to program is some sort of DSL built on top of a language with friendly syntax (these would include, arguably, Ruby, Python, and Scheme) whose purpose is to provide an intuitive environment for constructing simple games (say, Tic-Tac Toe, or Hangman).
I think you should start them off in C. The sooner they can get the hang of pointers the better.
See Understanding Pointers and Should I learn C.
I think the first question is: what sort of program would it be interesting to create? One of the things that got me started with programming as a kid (in BBC basic and then QBasic) was the ease of writing graphical programs. I could write a couple of lines of code and see my program draw a line on the screen straight away.
The closest I've seen to that sort of simplicity recently are the pygame library for python and Processing, a set of java libraries with an IDE.
I imagine that hacking on web pages would be another good way to get started: that would entail HTML, Javascript (using a library like jQuery), perhaps PHP or something along those lines.
Whatever tools you provide, the crucial thing is for it to be easy to get started straight away. If you have to write twenty lines of correct code and figure out how to invoke the compiler before you see any tangible results, progress is going to be slow.
There are many good suggestions here already. I really agree with Kronikarz. Get a retro computer (or emulator) that you are interested in and teach with that. Why a retro computer? Basic is built in. Making sounds and primitive graphics is a trivial task. The real deal might be better than an emulator because it will be a bit more fascinating to a child who is used to seeing only modern devices.
As I said here, I'd go for Squeakland and the famous Drive a Car example (powered by Squeak).
Smalltalk syntax is simple, which is great for children.
And later as the child evolves, he can learn more complex and even very advanced concepts that are also in Squeak (eg. programing statefull webapps with automated refactoring and automated unit tests!).
And like #cpuguru and #Rotem said, Scratch (also Squeak based) is great too.
I think Java might be a good choice simply because you can make GUIs easily, and see "cool things" happening. For the same reason, maybe any of the .NET languages. I've also heard good things about scripting languages (Ruby and Python, especially) for getting kids to learn how to program.
Well, if they're young and haven't learnt their ABC's you could try them on BF - non of those pesky letters and numbers to deal with.
I'll get me' coat.
Skizz
I would go with what I wish I had known first: a simple MS-DOS box and the integrated assembler (debug). It is great to really learn and understand the basics of talking to a computer.
If that does not scare away a child, then I would go the "next level up" and introduce C. This shouldn't be hard given that the basic concept of pointers, registers and instructions in general are well-understood by then.
However, I am not entirely sure, where to go next. Take the big jump to Lisp, Haskell or similarly abstracted languages or should there be some simple object oriented languages (maybe even C++) be thrown in or would that more hurt than help?
Looking at Alice, I see it is "designed for high school and college students". There appears to be another language/version called Story Telling Alice that is "designed for middle-school students"
Alice Download Page
I think Context Free Art might be a good choice, with output of graphics, it makes it a lot of fun learning about context-free grammar.
Try [Guido van Robot][1]. It's an excellent introduction to robotics, and it's a great way to introduce kids to the programming side of things (vs the "building the robots" side).
Wasn't Smalltalk designed for such a purpose? I think Ruby would be a good choice, as a descendant of Smalltalk.
I know in the first few years of high school we were 'taught' Logo, and strangely, HTML. After that, the progression went to macros in MS Office, followed by basic VBA, followed by Visual Basic.