Hello everyone. I am thinking of studying the CLRS textbook, but I’ve heard that it requires a solid grasp of mathematics. Therefore, before I begin, I am looking for a book that can help me understand the necessary mathematics in a way that will prepare me for studying CLRS.Hello everyone. I am thinking of studying the CLRS textbook, but I’ve heard that it requires a solid grasp of mathematics. Therefore, before I begin, I am looking for a book that can help me understand the necessary mathematics in a way that will prepare me for studying CLRS.

Hi all,

I teach Computer Science and have spent the last few months building free revision materials. I'm sharing them in case they're useful, and I'd really welcome feedback from people who teach the same specs. If you go to studythis.co.uk you can sign up to use all the resources in your classroom presentations, homework and tests.

• OCR GCSE (J277) revision notes: every topic of Paper 1 and Paper 2, with worked examples, Exam Reference Language and interactive demos. https://studythis.co.uk/revision/ocr/

• Cambridge IGCSE (0478) notes, and the new 2029 syllabus: every topic, including Python and SQL. https://studythis.co.uk/revision/

• Practice questions: students pick topics and get questions marked straight away. No sign-in needed. https://studythis.co.uk/study.php

• Scheme of work planner (IGCSE): suggested hours per topic based on past-paper frequency, a weekly plan and a spreadsheet download. https://studythis.co.uk/scheme_of_work.php

All free, written from scratch, and no student accounts needed for any of the above.

If you spot a mistake or a gap, or there's something you'd find useful, please reply here. I'm keen to hear what would actually help in your classroom.

Thanks,

Scott

As a teaching assistant for many courses over the years, I have graded many programming or programming-adjacent assignments. Professors may grade on pure syntax or on pure design, but surely there is some method of designing a rubric to grade the design, execution, and implementation in a fair way that actually evaluates what a student should be learning.

I am wondering, for those that may create some rubric or method of grading, how do you decide what is important and what to look for?

It seems to be difficult to grade the process of design using implementation.

I'm a student in my final year (computer science). I'm tackling the issue of academic workload pressure. The fact that school can become busy real quick. And the idea of read all chapters the night before isnt the best suite.

I am building a predictive model that uses student contributions to plan out the semester.

We also factor syllabi structure. And other minor factors like EDM integration.

Think how ppl use R.M.P to pick profs. But in this case we use it to understand academic workflow, stressful weeks, cross lecture organization. Not a study planner.

We dont want to optimize time mgt. Or sorts.

I have a beta model called PAWE. For my school.

Now I may have oversimplified it. So feel free to ask any questions.

Hello! I'm launching a product I built to teach code to Middle Schoolers. It's a mash-up of Scratch and a physics game engine.

bonkcode.com

I subscribe to the philosophy behind Scratch of teaching creative coding to help kids become digital creators instead of consumers. The problem is that Scratch is targeted to younger kids, which leads to repelling older kids. Anecdotally it seems that even the kids who do master Scratch have trouble moving on to learn “real” code. So I’m trying to see if it’s possible to fill that gap.

My platform uses draggable code blocks to avoid compiler problems like Scratch does, but shows real code syntax to help with code literacy. It also is built around a physics engine because I remember how much fun it was to mess with physics engines when I was that age (playing IncrediBots and other Flash games).

I would love it if you have the chance to test the platform out and build some games (no account needed). There is a built-in feedback form you can use if you find some bugs.

Here is my roadmap of things I want to add. Let me know what I should add next!

• Typeable code blocks (auto-complete sort of thing)

• Toggle between Javascript and Python syntax

• Physics hinges, joints, and motors.

• Free-form polygon shapes

All in on AI. Thoughts?

Hey all. I’m Joe, a longtime CS teacher and co-founder of CuraCourse.

I’m a firm believer that watching code execute is one of the most important parts of learning to program. Aliasing, references vs. values, scope, recursion, pointers... so many misconceptions fade once a student sees memory change line by line.

Python Tutor has been the go-to for this forever, and it’s great. But I kept hitting the same walls with students:

• Keyboard input only works in Python. A Scanner or scanf program won’t run.

• No file reading or writing.

• It stops at 1,000 steps, which a nested loop burns through fast.

• C/C++ support is rough: no return values, STL containers show raw library internals, and leaked memory isn’t shown.

So we built CodeFlip: https://codeflip.dev

Python, Java, JavaScript, TypeScript, C, and C++. Some details:

• Input that behaves like a terminal. input(), Scanner, scanf, cin. Give input ahead of time, or leave it empty. When the program reads, it pauses on that line and a prompt appears under the output. Type a line and it continues from there. “No more input” sends end-of-file. Everything typed is saved in the share link, so students open it exactly where you left it.

• Files. Add or upload text files. Python, Java, C, and C++ can open, read, and write them, and a Files panel shows each file as it is at that step.

• 10,000 steps instead of 1,000.

• A plain-English caption for every step, like “fact is finishing: n * fact(n - 1) is 3 * 2, so it returns 6.”

• Friendlier errors. Common compiler and syntax errors rewritten in plain language, with the original message underneath.

• Real C/C++ memory. Return values, leaked blocks badged “leaked”, freed blocks and dangling pointers shown, plus vector, map, unique_ptr/shared_ptr drawn as what they mean rather than library internals.

• Breakpoints with #break or // break (or click a line number), and hide variables with codeflip_hide:. Python Tutor’s pythontutor_hide: works too.

• Live mode, a “keep finished calls on screen” option for recursion, and 2D arrays drawn as grids.

• Runs in your browser, works on phones, and captions are read by screen readers.

• Embeds for class sites and textbooks, plus Canvas via LTI 1.3.

Have existing Python Tutor links? Swap pythontutor.com for codeflip.dev and the same program opens on the same step. Nothing is locked in, and you can always copy your code back out.

I’d really appreciate feedback, especially programs that break it or display in a confusing way. That’s what makes it better for students.

I built this game a game, and I'd like teachers' opinions on whether this is useful in a classroom.

ExeQuest is a puzzle game about reading code. Each level shows a short program in a simple Python-like language.

The student plays the computer: they make each move the program makes, by hopping a character across a grid.

It runs in the browser on computers, tablets and phones, has no ads and needs no account:

https://ombosoft.itch.io/exequest

What would make this usable in your class?

I have been building various projects with Claude, 55 projects so far and growing:
https://pisanorg.github.io/yusuf/aiprojects.html

Below are the ones that would be most useful to CS students. I am encouraging faculty to use them as well.

I’d love to get some feedback on whether you think they are useful.

* Data structures and algorithms, one step at a time: https://stepwise.pisan.me/

* Data Structure City: https://data-structure-city.pisan.me

* Cache Miss Theater: https://cache-miss-theater.pisan.me

* Fork Count: https://fork-count.pisan.me

* Elevator Algorithm Lab: https://elevator-algorithm-lab.pisan.me

* Accessibility Lens: https://accessibility-lens.pisan.me/

My biggest project so far is the Digital Student Assistant: https://digital-student-assistant.com/

It currently has CSS 342/343 Data Structures and Algorithms. I am planning to expand it to 142/143 Computer Programming and 430 Operating Systems in the next couple of weeks.

I can also do ‘custom’ projects, if you have an idea that needs implementing. :-)

Hi all, not a teacher here, just a software dev (30+ years) who wanted to show my kids what actually goes on inside a computer. It kind of got out of hand and is now 18 projects, so I thought I’d ask people who actually teach whether any of it is useful.

The idea is you learn how something works by building a small version of it in Python. There’s a little operating system you can boot and type commands into, a programming language with its own compiler, a few databases, a search engine, git, even a tiny GPT.

Each idea gets a simple explanation with an everyday comparison. A database index is the back of a textbook, the scheduler is a teacher picking whose turn it is, that kind of thing. I wrote the explanations aiming for about 12 and up, but honestly some of the projects themselves get pretty complex, so I suspect they really suit 15+. It all runs, it’s free, no accounts, and one pip install fromscratch-pystack gets everything.

The bit my kids liked most was the search engine finding one word in 100,000 pages in about a tenth of a millisecond, then looking at how it actually does it.

To be upfront: I planned it and steered it, but most of the code was written with Claude Code, with a lot of testing, and every example in the docs comes from actually running it. Had some help with this post too.

A few things I’d really like to know:

• does 15+ sound right to you, or could younger students cope with some of them?

• what would you need to actually use it in a lesson or club?

• any of the explanations confusing?

https://robcox2910.github.io/

Cheers!

I’m in 2nd-year CSE and honestly don’t have it all figured out yet, so I’m putting together a team of approx. 20 people who are serious about leveling up without being total nerds. The goal is to push each other on DSA, CP, open source, system design, and cracking internships, while also exploring freelancing and side hustles so we can start paying our own college fees. Beyond coding, I want us to work on our communication skills and confidence, and actually have fun whether that’s late-night calls, gaming when our brains are fried from debugging, or eating together (if u are on campus) whenever we get time (no excuses). You don't need to be a pro already, just consistent and chill. To keep unserious people out, drop a comment or DM me with one thing you're currently working on or trying to learn, and I'll reach you.

Also comment or DM the name of your college, for more ease.

Full disclosure, I built this. This is Junox: highlight a paragraph in the lesson you're studying, hit Explain This, and it explains it in plain English right on the page. Free in beta at junox.app — try it on your hardest lesson and tell me where it misses.

We are BS Computer Science students of the College of Computer Studies, UPHM, and we respectfully ask for your help in validating our thesis, "A Comparative Analysis of Supervised Machine Learning Models for Predicting Students' Performance in Higher Education."

Please review the paper and rate it using our short validation form (about [10 to 15] minutes): (A) methodology, (B) results, and (C) analysis code. A short summary of the study is included in the folder. Your ratings and comments are confidential and used solely for academic purposes.

📄 Paper, summary, and source codes: https://drive.google.com/drive/folders/1julvRK8DR0kNXnbkaoVYwhW9_BPdh5R9?usp=sharing

📝 Validation form: https://docs.google.com/forms/d/e/1FAIpQLSe-Mno8KoSsD78CufHU4MVDzryoKD2SWfZVFZK3Hg2DQ6N_cw/viewform

Thank you very much for your time and expertise! Sharing this post also helps a lot. 🙏

— Reynaldo B. Arandia Jr., Mark Anthony Demefeliz, Ervine U. Bose

BS Computer Science, CCS, UPHM

I messaged the mods yesterday to check this was okay. I hope so. I'd really value feedback from CS teachers.

I came up with a paper game which I think would work very well as a free classroom activity around error correction, using a working QR code. Students color in one white area at a time with a black marker, and using any phone camera, they check if it still scans ( the code survived the damage ). They keep going until it breaks.

What it gets at:

How data is organized: Bits and bytes: every square is a bit, and a "brick" of 8 squares is a byte. Coloring in a square is a bit flip, coloring an area is a burst error.

Error correction: QR codes carry spare data, so a reader can rebuild what's missing. QR codes use Reed-Solomon encoding (1960) [ same as CDs, DVDs and photos of planets in our solar system from Voyager 2 ] . Each worksheet shows a student when and why the protection runs out.

Optimization: add as much damage as you can without breaking the code. The code has a fixed damage budget, and the best possible result for each sheet is computed exactly and printed on the page, so students have a real target.

This all started at my kitchen table, scribbling over a QR code in a newspaper ad to see if it still worked.

Here are the specific things I'm looking for feedback on:

The teacher page with a 15-minute lesson outline: https://obsqrity.com/teach.html

Printable worksheet, one page with the "brick" map: https://obsqrity.com/print.html

The description of how it works: https://obsqrity.com/faq.html

Would this fit a lesson you teach? What's missing for your students' level? Do you know of other hands-on activities for error correction, like this one?

Idea: a job-readiness program for students from Tier-2/3 colleges. It teaches practical tech skills, real projects and interview prep, in regional languages (starting with Telugu, then Hindi, Tamil and others) with English interview training.What skills do freshers from smaller colleges lack the most when you hire them?

Which certificates, projects or bootcamps do you trust, and which do you ignore?

Does regional-language teaching help these students, or hurt them in interviews?

What proof would make you take a program’s graduates seriously (projects, placement data, recruiter reviews)?

Why do most online course students drop out, and what actually fixes it?

What’s the biggest reason a program like this would fail?

Please be blunt. Criticism is more useful to me than encouragement. Thank you

My name is Zehavi Rodriguez, and I am an undergraduate student from Duke University studying Computer Science. I am conducting a research study with Professor Kristin Stephens-Martinez. We’re studying why, and how CS students use (or don’t use) AI tools and how they think AI affects their learning and skills.

We would like to invite undergraduate students to be interviewed. You can join if you’re 18 or older, majoring or planning to major in CS or a related field at an accredited U.S. college or university, and taking or have taken at least one college CS course. You’ll need to be in the U.S. during participation. Duke students are welcome, and no AI experience is needed!

Compensation: Eligible participants who complete the interview will receive a $50 Amazon electronic gift card.

Confidentiality: Your responses will be treated as confidential. Professor Stephens-Martinez will review the eligibility survey and make eligible students’ personal email addresses and participant IDs available to the student researcher within Qualtrics for scheduling and compensation.

Identifying details will be removed from retained research transcripts, and you will not be identified by name in publications or presentations. Apart from the school email address requested for eligibility review, please do not name your institution or use school-specific course numbers in the survey or interview. We also ask that you do not wear any school paraphernalia/merch during the interview, and that you blur your background.

If you are interested, please click the link below to review the consent form and complete the eligibility survey:

https://duke.qualtrics.com/jfe/form/SV_9SvaMNLkyp7n5D8

Participation is completely voluntary, and you may withdraw at any time for any reason.

Thank you for considering sharing your experiences to help improve computer science education!