1 ---
2 type: article
3 identifier: uiuc-cs-education
4 title: Introductory CS at UIUC
5 description: A list of grievances regarding the introductory Computer Science course at UIUC: CS 124.
6 datestring: 2023-03-15
7 banner_image: /static/images/uiuc_bardeen_quad.jpg
8 links:
9    CS 124 syllabus: https://web.archive.org/web/20230221111124/https://www.cs124.org/syllabus/Spring2023
10    ECE 120, a better CS course than "Intro to CS I": https://ece.illinois.edu/academics/courses/ece120
11 ---
12
13 > <span style="font-size:14px"><b>Edit (2023-12-06)</b> <br> Having now taken
14 > CS 128 as well as completing a firmware engineering internship in which I
15 > produced real designs and programmed deliverables, I affirm that CS 128,
16 > despite some pitfalls, would make a far better introductory course than
17 > CS 124. I stand by the judgements made here. <br><br> TL;DR: The course is a
18 > waste of money because its content is published online by the professor for
19 > free, nothing is in person, and it's basically like a coding bootcamp for a
20 > CS-irrelevant programming language. It should be redesignated as an
21 > optional-but-recommended JVM programming course and replaced by CS 128 as the
22 > required introductory course for CS majors and minors.</span>
23
24 <br>
25 This is a list of grievances regarding CS 124, "Intro to Computer Science I",
26 the required introductory CS course at University of Illinois Urbana-Champaign.
27 Under advisement of three software/computer engineering professionals who
28 expressed concern over the quality of the course and its instruction, I wrote a
29 letter concerning these grievances, sent to course and program coordinators.
30
31 ## Grievances
32
33 ### Grievance 1: Method of delivery, value of the course
34
35 As of writing this, CS 124, considered "traditional delivery", is entirely
36 online and has no lectures, discussions, or labs, and quizzes are proctored
37 remotely over Zoom.  Stripping away in-person interaction between students
38 deprives them of development of real world communication and team building
39 skills normally acquired in similar courses. Regarding course value, the
40 professor exposes the same course materials on the internet for free. Despite
41 this, the course is still required of CS majors at the same tuition rate of
42 other engineering courses.
43
44 ### Grievance 2: Name-content disparity, validity as a CS course, and status as a program requirement
45
46 CS 124, "Intro to Computer Science I", is dishonestly named and advertised as a
47 computer science course when it is, in fact, not. It would be more aptly named
48 "Intro to Java Programming" (there is a difference between computer science and
49 computer programming). The course inadequately covers the theory, math, and
50 architecture of computers and computer programs, i.e. real computer science.
51 Students will not fully understand the ramifications of the code they write.
52 There is little justification for explicitly declaring it a computer science
53 course or requiring it of incoming CS majors. **Basically, it's more like doing
54 a coding bootcamp rather than learning computer science.**
55
56 <figcaption>Ironically,
57 <a href="https://courses.illinois.edu/schedule/2023/fall/ECE/120">ECE 120</a> and
58 <a href="https://courses.illinois.edu/schedule/2023/fall/ECE/220">220</a> would
59 be better intro CS courses than "Intro to Computer Science I."</figcaption>
60
61 ### Grievance 3: Choice of programming language
62
63 CS 124 is taught and tested in Java, a computer programming language
64 unconducive to learning computer science, and is the only course in the UIUC CS
65 sequence that uses Java. A student may have extensive prior programming
66 experience (the case for many CS majors) but may be forced to take the course
67 if they don't know Java—the programming language tested on the proficiency
68 exam—making the course little more than a hindrance to higher education.
69
70 ---
71
72 **In essence, beginning the Computer Science main sequence with this course as
73 it is now is nothing but a disservice to students paying tens of thousands for
74 a high-quality education.** <span style="font-size:12px">(Edit 2023-12)</span>
75 **~~CS 124 needs to transition to in-person delivery and needs to be turned
76 into an actual CS (or CS-adjacent) course that uses C or C++, akin to
77 [128](https://courses.illinois.edu/schedule/2023/fall/CS/128).  Otherwise,~~
78 The course should be redesignated as an explicit intro programming course (e.g.
79 "Java/Kotlin Programming") and made "optional but recommended" of main sequence
80 CS students, with CS 128 being the introductory course.**
81
82 ## Official Response
83
84 The official response I received is to the following effect for each grievance:
85
86 > 1. The switch to the all-online delivery method was made during the COVID
87 >    pandemic and it was kept afterwards for CS 124 because the course
88 >    coordinators were comfortable with it, and student performance improved by
89 >    most metrics. There are a variety of course delivery methods utilized
90 >    within the university and more than enough resources are provided for CS
91 >    124.
92 > 2. Teaching real computer science in CS 124 would make the course far too
93 >    difficult for students, and real computer science is outside the scope of
94 >    an introductory course.
95 > 3. C/C++ are too hard for CS students to learn, and Java and Kotlin are
96 >    provided to students to offer exposure to more programming languages. If a
97 >    student doesn't want to take the course, they should just learn Java to
98 >    test out of the course. Also, the course instructor really likes Kotlin.
99
100 The only real action taken was the opening of booked locations on campus during
101 quiz times, even though the quiz is still proctored over Zoom. Several concerns
102 remain unaddressed.
103
104 To the official response, I counter:
105
106 1. Most other courses have returned to in-person delivery without a hitch and
107    there is no reason why the CS department can't do the same.  Improvement in
108    student performance is easily attributable to plagiarism, or the lack of
109    institutional integrity (anecdotally, I've known course assistants simply
110    giving solutions to students). The response does not address the concern
111    regarding professional development, or quality expectations given course
112    pricing.
113 2. Many students entering the CS program already have a good idea of how
114    computers and computer programs work, or have written code prior. Holding
115    back on exposing students to foundational computer systems knowledge hurts
116    them in the long run as it forces them to internalize facts and methods of
117    computer programming without underlying explanation—akin to having students
118    try to learn calculus without prior knowledge of algebra—and forces them to
119    later readjust their understanding of the subject when they are exposed to
120    those fundamentals. **The rationale for teaching "introductory computer
121    science" in this highly abstracted manner is the result of the pervasion of
122    the myth than anyone can or should learn to write code, even though software
123    engineering and computer science are—and should be—highly specialized
124    fields.** The justification for teaching the course in the manner of a
125    computer programing course is weak, and the dishonesty of calling it a
126    computer science course remains unaddressed. Even as a computer programming
127    course, the course is, in my humble opinion, not worth what is paid in
128    tuition.
129 3. **C/C++ are difficult languages to learn, but the payoff is far greater and
130    will leave students with a better intuition for how computers and computer
131    programs work, which is what a CS course should do.** A lot goes into
132    learning a computer programming language, even if you have already written
133    code and understand computer science/procedural programming concepts,
134    because there are still the syntactical nuances and standard library to
135    overcome. If the course isn't explicitly a programming course, the
136    expectation that a student should learn an entire programming language to
137    take a proficiency exam is completely absurd, especially when no other
138    course in the program requires that programming language. Regardless,
139    Java/Kotlin aren't great choices for teaching computer science because they
140    are not direct analogues to machine code like C/C++ are; a lot of what the
141    programmer writes is highly abstracted and handled behind the scenes,
142    especially in the case of Kotlin.
143
144
1	---
2	type: article
3	identifier: uiuc-cs-education
4	title: Introductory CS at UIUC
5	description: A list of grievances regarding the introductory Computer Science course at UIUC: CS 124.
6	datestring: 2023-03-15
7	banner_image: /static/images/uiuc_bardeen_quad.jpg
8	links:
9	CS 124 syllabus: https://web.archive.org/web/20230221111124/https://www.cs124.org/syllabus/Spring2023
10	ECE 120, a better CS course than "Intro to CS I": https://ece.illinois.edu/academics/courses/ece120
11	---
12
13	> <span style="font-size:14px"><b>Edit (2023-12-06)</b> <br> Having now taken
14	> CS 128 as well as completing a firmware engineering internship in which I
15	> produced real designs and programmed deliverables, I affirm that CS 128,
16	> despite some pitfalls, would make a far better introductory course than
17	> CS 124. I stand by the judgements made here. <br><br> TL;DR: The course is a
18	> waste of money because its content is published online by the professor for
19	> free, nothing is in person, and it's basically like a coding bootcamp for a
20	> CS-irrelevant programming language. It should be redesignated as an
21	> optional-but-recommended JVM programming course and replaced by CS 128 as the
22	> required introductory course for CS majors and minors.</span>
23
24	<br>
25	This is a list of grievances regarding CS 124, "Intro to Computer Science I",
26	the required introductory CS course at University of Illinois Urbana-Champaign.
27	Under advisement of three software/computer engineering professionals who
28	expressed concern over the quality of the course and its instruction, I wrote a
29	letter concerning these grievances, sent to course and program coordinators.
30
31	## Grievances
32
33	### Grievance 1: Method of delivery, value of the course
34
35	As of writing this, CS 124, considered "traditional delivery", is entirely
36	online and has no lectures, discussions, or labs, and quizzes are proctored
37	remotely over Zoom. Stripping away in-person interaction between students
38	deprives them of development of real world communication and team building
39	skills normally acquired in similar courses. Regarding course value, the
40	professor exposes the same course materials on the internet for free. Despite
41	this, the course is still required of CS majors at the same tuition rate of
42	other engineering courses.
43
44	### Grievance 2: Name-content disparity, validity as a CS course, and status as a program requirement
45
46	CS 124, "Intro to Computer Science I", is dishonestly named and advertised as a
47	computer science course when it is, in fact, not. It would be more aptly named
48	"Intro to Java Programming" (there is a difference between computer science and
49	computer programming). The course inadequately covers the theory, math, and
50	architecture of computers and computer programs, i.e. real computer science.
51	Students will not fully understand the ramifications of the code they write.
52	There is little justification for explicitly declaring it a computer science
53	course or requiring it of incoming CS majors. **Basically, it's more like doing
54	a coding bootcamp rather than learning computer science.**
55
56	<figcaption>Ironically,
57	<a href="https://courses.illinois.edu/schedule/2023/fall/ECE/120">ECE 120</a> and
58	<a href="https://courses.illinois.edu/schedule/2023/fall/ECE/220">220</a> would
59	be better intro CS courses than "Intro to Computer Science I."</figcaption>
60
61	### Grievance 3: Choice of programming language
62
63	CS 124 is taught and tested in Java, a computer programming language
64	unconducive to learning computer science, and is the only course in the UIUC CS
65	sequence that uses Java. A student may have extensive prior programming
66	experience (the case for many CS majors) but may be forced to take the course
67	if they don't know Java—the programming language tested on the proficiency
68	exam—making the course little more than a hindrance to higher education.
69
70	---
71
72	**In essence, beginning the Computer Science main sequence with this course as
73	it is now is nothing but a disservice to students paying tens of thousands for
74	a high-quality education.** <span style="font-size:12px">(Edit 2023-12)</span>
75	**~~CS 124 needs to transition to in-person delivery and needs to be turned
76	into an actual CS (or CS-adjacent) course that uses C or C++, akin to
77	[128](https://courses.illinois.edu/schedule/2023/fall/CS/128). Otherwise,~~
78	The course should be redesignated as an explicit intro programming course (e.g.
79	"Java/Kotlin Programming") and made "optional but recommended" of main sequence
80	CS students, with CS 128 being the introductory course.**
81
82	## Official Response
83
84	The official response I received is to the following effect for each grievance:
85
86	> 1. The switch to the all-online delivery method was made during the COVID
87	> pandemic and it was kept afterwards for CS 124 because the course
88	> coordinators were comfortable with it, and student performance improved by
89	> most metrics. There are a variety of course delivery methods utilized
90	> within the university and more than enough resources are provided for CS
91	> 124.
92	> 2. Teaching real computer science in CS 124 would make the course far too
93	> difficult for students, and real computer science is outside the scope of
94	> an introductory course.
95	> 3. C/C++ are too hard for CS students to learn, and Java and Kotlin are
96	> provided to students to offer exposure to more programming languages. If a
97	> student doesn't want to take the course, they should just learn Java to
98	> test out of the course. Also, the course instructor really likes Kotlin.
99
100	The only real action taken was the opening of booked locations on campus during
101	quiz times, even though the quiz is still proctored over Zoom. Several concerns
102	remain unaddressed.
103
104	To the official response, I counter:
105
106	1. Most other courses have returned to in-person delivery without a hitch and
107	there is no reason why the CS department can't do the same. Improvement in
108	student performance is easily attributable to plagiarism, or the lack of
109	institutional integrity (anecdotally, I've known course assistants simply
110	giving solutions to students). The response does not address the concern
111	regarding professional development, or quality expectations given course
112	pricing.
113	2. Many students entering the CS program already have a good idea of how
114	computers and computer programs work, or have written code prior. Holding
115	back on exposing students to foundational computer systems knowledge hurts
116	them in the long run as it forces them to internalize facts and methods of
117	computer programming without underlying explanation—akin to having students
118	try to learn calculus without prior knowledge of algebra—and forces them to
119	later readjust their understanding of the subject when they are exposed to
120	those fundamentals. **The rationale for teaching "introductory computer
121	science" in this highly abstracted manner is the result of the pervasion of
122	the myth than anyone can or should learn to write code, even though software
123	engineering and computer science are—and should be—highly specialized
124	fields.** The justification for teaching the course in the manner of a
125	computer programing course is weak, and the dishonesty of calling it a
126	computer science course remains unaddressed. Even as a computer programming
127	course, the course is, in my humble opinion, not worth what is paid in
128	tuition.
129	3. **C/C++ are difficult languages to learn, but the payoff is far greater and
130	will leave students with a better intuition for how computers and computer
131	programs work, which is what a CS course should do.** A lot goes into
132	learning a computer programming language, even if you have already written
133	code and understand computer science/procedural programming concepts,
134	because there are still the syntactical nuances and standard library to
135	overcome. If the course isn't explicitly a programming course, the
136	expectation that a student should learn an entire programming language to
137	take a proficiency exam is completely absurd, especially when no other
138	course in the program requires that programming language. Regardless,
139	Java/Kotlin aren't great choices for teaching computer science because they
140	are not direct analogues to machine code like C/C++ are; a lot of what the
141	programmer writes is highly abstracted and handled behind the scenes,
142	especially in the case of Kotlin.
143
144