Education is an interactive experience, the value of a good professor and classmates is helping to identify issues when you are stuck and nudge you just enough for you to connect the dots. As an undergraduate I liked attending study groups and office hours. I learned as much from my peers, both me helping them and them helping me, as I did from my professors. This spirit was difficult to replicate this in OMSCS.
The problem is that high tough, in-person communication is very effective but this doesn't "scale" well. I can only imagine how different the world would be if Plato was teaching online. :)
Also I was in the 2nd cohort, there were certainly a lot of "bugs" and issues they were working through. Additionally, the culture of video conference and zoom was also less a few years ago, which could make an impact.
But there is still little to no interaction with the professors.
I actually found the interactive discussion to be more frequent then my (in-person) undergrad
Slack and other conferencing tools are game changers. People getting used to these tools is one silver lining to the pandemic.
How much time do you invest every day on this degree?
I dropped out of my MS degree 20 years ago and would love to do that again, but I feel like I would only have (at most) 1 hour a day to work on it due to all my work and family commitments. I could squeeze an additional hour at work to learn but that's about it.
Most people either do a couple hours an evening plus a chunk on weekends, or else dedicate most of their weekend. I tend to fall in the first camp, and then also add more weekend for harder classes.
The time commitment varies from 5-30 hours per week depending on the class. Most classes fall pretty close to 10 per week in my experience, but I also have been mostly picking medium difficulty classes on purpose.
Source: graduated from omscs last year, with two small kids and a full time job. Took 3.5y though, and I had to skip a couple of hard but interesting classes because they would have been too difficult given the situation (covid lockdowns with kids at home and increased job-related workload)
The old adage "where there is a will there is a way" is definitely true.
I completed this at one class per semester, except for the semester I attempted two classes to speed up the process. While I was able to complete both classes, I felt the learning suffered as I was just rushing to complete assignments in time instead of really learning the material.
If you can accept those sacrifices, and your partner is willing to support you (mine wasn't, it turned out), then it's worth considering. I would also strongly suggest treating it like a marathon, not a sprint, and do the 2 courses a year option.
Can you describe how you were able to do that?
1. Courses -There are a number of courses now where you can create projects and publish papers. Again, not the default, but if you put in the effort it's doable. To name a few, Computing for Good, Big Data for Healthcare, Deep Learning, Educational Technology, Human-Computer Interaction and others.
2. VIPs! These I consider one of the "hidden" gems of OMSCS and what I personally did. You can see them here: https://www.vip.gatech.edu/ but basically instead of a class for a semester (but counts as a class for credit and graduation purposes) you work for a professor on a project with several other grads/undergrads. I did one this past semester and was asked to stay on as a research assistant over the summer doing work in NLP. Really excited for it actually and has been a fantastic opportunity. I put a lot more details here - https://redd.it/u6cj5z
3. Master's Project/Thesis - This is the option to do a Master's Project or thesis instead of just ten courses, but it does require more work from the student to find a professor and do that. There's many more details here https://redd.it/9t48b2 and frankly I wish I had done so, but too late now.
I have a Bachelor's degree from a decent state school in California.
At the time, I felt the courses were too easy, and my four years were a bit of a waste of time.
I remember going to a graduation party, and you would think we graduated from med school. The graduates were carrying on like it was so rigrigrous. (I have a very, very average intellect too. I actually flunked kindergarten.)
To this day I will not denigrate the school in any way.
Am pretty sure there’s an interesting story there somewhere :)
Children as young as four in the province are evaluated by educators on (pages 306–308): the development of the ability to interpret and respond to basic communication, demonstrate independence and "self-motivation" in learning, giving and accepting constructive criticism, developing problem solving skills ("e.g. trial and error, checking and guessing, cross-checking), personal hygiene, self-control of emotions, assertiveness when feeling safe or uncomfortable, and other skills. Indicators that educators look for include phrases from children such as "I'm really frustrated" (page 161) as a demonstration as an awareness and ability to label emotions; "I put my vehicle on the shelf so it would be safe" (page 167) as evidence of problem-solving ability; and persistence in difficult games (e.g. card games and outdoor children's games).
I was also curious whether education in kindergarten could actually have a causal effect on improving long-term outcomes. I couldn't find an immediate conclusion on whether or not interventions are effective, but in at least one paper, it's treated as established knowledge that interventions work. From a quick search, a longitudinal study published in a paper called "Task-Oriented Kindergarten Behavior Pays Off in Later Childhood" [1] with 2837 participants showed a correlation between self-regulation skills in kindergarten and long-term outcomes. The researchers wrote that "early screening by teachers [in kindergarten] introduces the possibility of preventing future learning and behavioral difficulties." They also asserted that "classroom engagement is malleable and amenable to interventions."
While causality was not clearly established in this paper alone, it looks like a reasonable prediction from the correlation that improving classroom engagement as early as in kindergarten could plausibly lead to better life outcomes in years later in life.
TL;DR: While kindergarten in Ontario in recent years may have different expectations than the commenter's time in kindergarten, it appears that educators do evaluate young children on general life skills (e.g. self-control and ability to be aware and label emotions) as a screening tool, and also potentially for interventions to improve engagement in the classroom (which could plausibly lead to better outcomes in years later in life).
[0] PDF, 2016: https://files.ontario.ca/books/edu_the_kindergarten_program_...
I remember all the children had to go up to the calendar on the blackboard once a month and put the day, date, and year The teacher would whisper in our ears where to put the plackard on the black board. If you failed--you had to do it the next day.
I just couldn't remember what she whispered in my ear while walking up to the calendar on the chalk board. Looking back it was nerves. We just had to move the pre printed plackard to the right spot.
The children used to yell "right--left. I would go to 30-31 places until they clapped. (The kids were on my side. They wanted me to succeed.
I was frozen with embarrassment though.
I think I had some learning disability, or emotional problem.
I just remember I had a hard time learning. In all honestly, I just wanted hide in the playhouse from the other children. I was basically very shy, and nervious.
That's when they put me in Early Primary.
It didn't bother me because 1/3 of the class was with me.
My family moved two years later to San Anselmo.
I was happy. My father, and mother were happy. My dad bought a four bedroom home. We all had our bedrooms. I love life, but my family more.
When I entered 2nd grade, I became worried. These new kids had no problem answering questions the teacher would ask.
I------would just cower in fear hoping she would ask me anything. Well--she didn't overlook me, and I would just freeze in fear when she would ask me to repeat what she just said. (Looking back it was basically nerves, but maybe a learning problem? 99.99% of me now feels it was just nerves.
Ok--it's the 70's, and teacher, and my mom, had an unusually long conference.
They held me back again. They put me in this worthless Speech class. I was a studder. "A, E, I, O, U, any Y." Repeated in a route manner. It made no sence to my young self.
I did have a younger sister whom would remind Everone that we were three years apart in age, but 1 year apart in school. There was always a silence from intelligent adults, or an uncomfortable silence from the rest.
By the time I got to the 3rd grade, I knew I just could be held back again.
By the time I was in 7th grade, I was a B to A student. Everything just clicked in.
High school seemed easy, but it was only until my last year I took it serious.
Most blue collar kids knew nothing about good/bad colleges. My sister, and myself, knew nothing of the SAT. It probally didn't help that my Electrican father thought "College boys were tax dodgers." (It was a different time in America. If you didn't go to college, it didn't matter. A union job was a test away.
OK, Iloved my father, but didn't want his life, including the drinking, and Archie Bunker mentality.
I ended up working my junior year in highschool, and going to College of Marin. Back then it was called the Little Berkeley. It was a great school for many years. Those two years were with the cost!
I wanted to become a doctor for all the wrong reasons, basically I could memorize visually all those biology charts, and organic reactions. It just came so easily.
I needed a 4 year degree though. I went to --- ------- state for the four year degree, and graduated. I also had a very aggressive girlfriend at the time, and I knew she would hold it against me if I graduate from that joke of a school.
I had a panic attack while I was in graduate school on december 24th. It was probally comming. I was very much a hypochondriac at the time, and actually believed I has a brain tumor. I tried to go back to school every month for a year, but was just a neurotic mess. I went from being the most capable guy in the room to not being able to drive a car.
I was so neurotic. My girlfriend was a saint though. I had this period where I though sex was making my head pain worse.
We are talking about a 19 blond virgin until we became a couple. She believed my bullshit until she saw a Woody Allen movie with her mother. I belive it was Hanna, and her Sisters.
All I knew was I had this head pain, and life seemed to short. I had a hard time repressing my sexual desires. I had a hard time sitting in school--delaying gratification. I did know that the worst day in college was better than any job blue collar jobs though.
(Why did I write this? I use HN as. journal. My respect for this site has dwindled. When Dang isn't hellbanning me for no reason------I will write. It's not for anyone's benefit except myself, unless it comes to real subjects. I am not going to edit this, especially after a bottle of wine.)
Too many times, the class was supposed to line up at one side of the gym, then one at a time each kids was supposed to do the thing.
I was never good at waiting in a "useless" line.
I have a more mature perspective now, you never know what struggles people have and the courses are really tough for a lot of people.
>
> I have a more mature perspective now, you never know what struggles people have and the courses are really tough for a lot of people.
Well done on you! I occasionally run into past versions of you. They usually dismiss my BSc degree and my MSc degree with an attitude that is similar to:
"I learned real lessons at the school of hard knocks. While you were partying with your college friends and memorising useless theory, I was making ends meet and learning practical programming by actually doing it."
Truth is, I've never been to f/time university. After school I (very briefly) apprenticed as a auto mechanic for a short while, then left to work in a factory assembly-line (12-hour shifts, all night-shift, 7 days a week) for a little more peanuts than an apprenticeship paid.
I used almost all of my meagre income to pay for part-time university (work at night, study+sleep during the day). Halfway through my second-year courses I finally caught a break and got a job as a computer-lab assistant at a nearby university.
It wasn't actual programming work (show new students how to log in, refill printers with paper, help students who destroyed or lost their access cards, etc), but it left me a lot of free time to waste on usenet, which is where I found my first actual programming job.
I don't narrate my origin story to those past versions of yourself, though. There's no point. Their self-identity includes their own bootstrapping story about how degrees are pointless.
However, I do completely agree there are other great programs out there. UIUC and UTexas have great online MSCS degrees that are comparable and well worth considering.
The coursework in OMSCS can vary. There are ways to get through the program taking fairly "easy" courses, and then there are much harder ones. I have certainly had a class or two that was less useful to take than others, but that was mostly so I could graduate in 10 semesters as opposed to taking longer.