The “Real World” of Computer Science Classes

Ever remember sitting in a class and wondering, “How am I going to use this in an actual job?” Most classes teach you the building blocks of a particular subject, but not necessarily real-world applications.

In COMP 410, though, students never have a chance to question how they will be able to apply the lessons learned—Lecturer Stephen Wong makes sure of that.

The course is based on experiential applications of learning—or trial by fire. Wong gives students a semester-long project designed to mimic a typical project one might be assigned in the workplace. The students then form a company and meet with a customer played by computer science lecturer Zung Nguyen to discuss the company’s needs. Once the specifics of the desired product are determined, the students form task groups and tackle the requirements.

Meanwhile, Wong, lecturer on computer science, acting as the silent facilitator, sets up roadblocks and detours providing the students a taste of real-world mishaps and setbacks. “The activities and what appear to be diversions are quite deliberate,” Wong says. “It takes a lot of work behind the scenes to make it look like I’m not doing anything!” But those same behind-the-scenes preparations are what contribute life-application learning for his students. “It’s frustrating sometimes to stand back and watch things go wrong for the students,” Wong admits. “But you can’t step in and take over. You have to let them figure it out.”

Despite their own battles with frustration, the students appreciate Wong’s calculated trial-by-fire approach. As computer science major Ryan Bergauer, who graduated last spring, describes it, “You’re taking many of the things you’ve already been taught, then actually putting them into practice in a safe environment. If you make a mistake in the real world, you’d be in big trouble, but here, it’s no big deal.”

“Communication is key,” says Shao-Yu Cheng, then a sophomore. “As is prioritizing tasks. You realize that your task is dependant on other people finishing their task, and that forces the class to come up with various ways of communicating and prioritizing. It’s not your programming that counts; it’s how you deal with your colleagues and how you communicate with them because many projects are group projects.”

In addition to being great for those with little experience in the workplace, COMP 410 also provides a leap forward for those who have less of a programming background. The self-professed oddball in the class is first-year master’s student Anna Youssefi, formerly a librarian at Rice’s Fondren Library. “I have little background in programming,” she says, “so it was a good opportunity for me to catch up since I don’t have as much experience in foundational classes as some of the other students.” The class also presents her with the chance to problem-solve on her own—an invaluable experience she can use in her upcoming internship and future jobs.

COMP 410 also provides something every computer science student wants: really cool gadgets! Microsoft, one of the class sponsors, supplied each student with a tablet PC, which recognizes handwritten input via a digital pen and writing pad, allowing the project to be developed to run on the tablet/stylus platform. Using Rice’s wireless web, students can check the status of their programs or send new tasks from anywhere. Other generous class sponsors are the George R. Brown Fund and the Department of Computer Science.

When asked his advice for those considering taking this class, Cheng replies, “If you want to use cool gadgets, are willing to stay up till five in the morning in the lab, and like Mr. Gatti’s pizza, then take this class!” But as Wong explains, “It’s not about buying them pizza. It’s about using pizza as a tool for community building. The pizza brings them together, which sparks discussion, which then sparks ideas of how to work through a problem.”

Wong makes a great impact on his students, and it is clear that they think highly of him. Cheng sums it up when he says, “Professor Wong teaches from his heart.” Youssefi describes him as “very inspiring, very enthusiastic, and very dedicated to teaching.”

The feelings of respect are mutual. “I am so impressed with the innovations of these students,” Wong proudly states. “It’s amazing to see what they are capable of when you just get out of their way.”

—Shannon Gosda