Those who can - do. Those who can't - teach.

A few years ago I elected to take a class at the University of Arizona as a refresher for a programming language that I hadn't used in over a decade. I was originally self-taught in the language, and I knew that the language had evolved since I had last used it, so I thought that it would be worthwhile endeavor to study it formally.

The class was going well, but when I turned in one of my assignments, the professor had dropped my grade a full letter because - seriously - he didn't like my variable names. Being an adult - and not an 18-year-old that's fresh out of high school - I have no problems confronting an academic when I think they're incorrect. In addition, as someone who has been in the software industry for years, I have no problems calling BS when I think it's warranted.

I scheduled a time to meet with my professor, whereupon I told him that I thought he was wrong. All my variables were descriptive of their purpose, and I used a consistent format across the entire assignment. In addition, I wanted my grade restored.

The professor looked at me and said, "No one names variables like that."

I replied, "That's called 'Hungarian Notation.' It's a widely-used standard in the software industry."

He attempted to counter with, "That's outdated. No one uses that anymore."

To which I replied, "I work for Microsoft. We write millions of lines of code every day using that notation."

He grumbled a bit more, but eventually he acquiesced and restored my grade.

I later discovered that this particular professor earned his BS in Computer Science, then his Master's, then his Doctorate, and then went straight into teaching at higher education establishments. In other words, he's never worked a single day in the industry that he is teaching about, and yet somehow the software engineers of tomorrow are supposed to learn from him?

A Higher Purpose for Higher Education

A friend of mine just posted the following article to social media:

University of California System can't use SAT and ACT tests for admissions, judge rules

Well, all I can say is - it's about time.

SAT and ACT scores are unfair, because they reinforce centuries-old stereotypes of "smart students," which must - by definition - infer that there are "dumb students," which is a horrible label to adhere to someone.

Next, we need to abolish the A thru F grading system, since grades are an entirely subjective method of assigning values to students, and we all know that someone's inherent potential cannot be measured by something as prosaic and outdated as a comprehensive "test" that covers what someone had an entire semester to learn. And how unfair are "grades" to the student who couldn't study due to their active social schedule? Why should some introvert who spends all their time buried in books have a higher value to society?

We could, of course, replace the A thru F grading system with a system of simple pass/fail scores; but that, too, is unfair - because NO ONE is a "failure." With that in mind, we need to do away with grades entirely.

Next, we need to seriously reconsider requiring students to attend classes. With the increasing invasion of smart phones, tablets, and laptop computers in the classroom, most students only retain 5% of what is covered during a class lecture anyway. Couldn't that time be better spent?

For example, here in Tucson at the University of Arizona, dozens of students gather daily to shout well-deserved insults at the narrow-minded bigot who has the audacity to stand on a stump near the student union building and proclaim that "Jesus is the only way to God." Just think, if students didn't have to attend classes (which are nothing more than a form of academic slavery), we could increase the multitudes yelling at that close-minded "Christian" into the hundreds - perhaps thousands.

A "Christian" is not entitled to an opinion, anyway, because "Free Speech" doesn't extend to someone who says something that someone else might not want to hear, and it is far more effective for students to learn the lesson that an opposing viewpoint is nothing but "violence."

Students should be allowed to learn how to prevent the possibility of civil discussions with people they perceive as opponents while they're young, and before they enter the workplace, where a "boss" will expect them to actually "show up to work" and "do their jobs," and therefore they'll have no more time to vociferously express their important views about these @#$% fascists with opposing points of view who are taking over America.

So in the end, everyone who wants a college diploma should just get one, without any effort or standards, because those concepts are part of a historically oppressive, patriarchal, fascist, elitist, misogynistic, and racist educational system that has only existed to squash the spirit of youth across the globe.

Common Sense is Violence!!!

Educators are Fascists!!!

Fight Global Learning!!!

The 12 Days of Paper Writing

As we rapidly approach the Christmas season, we are also reaching the end of my semester in Graduate School. With that in mind, I thought it apropos to post a version of the "12 Days of Christmas" for my fellow students who are bogged down with writing academic papers:

12 Pages Of Citations
11 Primary Sources
10 Cups Of Coffee
9 Hours Of Proofreading
8 Advising Hours
7 Rhetorical Questions
6 Quotation Blocks
5 Split-Infinitives
4 Supporting Arguments
3 Complete Rewrites
2 Illustrations
And A Thesis Statement In My Opening Paragraph

academic_christmas


UPDATE: This post is one of several that I had written, which I later discovered had never been set to "public."