April 7, 2010 at 02:39This is education!
Greetings, habrayuzer!
It seems, on Habré a new week of education? In this post, a big discussion flared up, several users in the comments promised to write their notes, and the author of the aforementioned topic suggested that I write my own topic. Well ...
I must say right away that I do not quite share the point of view of ssiemens . Probably because I work by profession, and from the university I have only good memories. In this post I want to talk about how the training took place with us and share my thoughts.
In addition to objective assessments, the post will include: the author’s opinion, his impressions and some personal information. The author does not guarantee that all conclusions are true for humanitarian education and for other universities in general. Also, I apologize in advance for typos and possible errors - corrections can be sent to Habrashta.
From the 8th to the 11th grade, I studied at the Lyceum for Boys, all of whose representatives were proud of the high level of teachers and students, that 100% of students go to universities, most of them to budget-funded places in the universities of Moscow and St. Petersburg. They were secretly proud that over the 15-year history of the school, there were only two medalists in it.
At the beginning of grade 11, the question arose of admission. Moscow and St. Petersburg, several universities. As a result, for some reason, I chose the Northern capital, and specifically the St. Petersburg State Polytechnic University (SPbSPU). The question of who to go to study initially did not even stand: except as a computer specialty, nothing was considered. At school they gave Pascal, and stayed at home behind Delphi. First of all, I looked at the "Software", then other computer specialties went in descending order.
At the Polytechnic University, this specialty was taught at the Faculty of Technical Cybernetics (FTK), and specifically at the Department of Information and Control Systems (IMS).
Freshmen we recruited six groups. One budget group in the specialty "Automated information processing and control systems" and five groups in the specialty "Software of computer technology and automated systems": two budget and three contract. In total, more than 60 people. I myself studied on a budget.
The curriculum is structured in such a way that in the first year the percentage of special subjects was less than 20, by the fifth year it increased to 100. The number of subjects and pairs since the 2-3 year has steadily decreased. Up to the fact that in my fifth year I worked 40 hours a week, normally combining this with studies. But this is only with us, there were more couples in other departments.
Compared with other good departments of the faculty (I consider IBKS and KSPT (former A&VT) as such) in subjects specializing in "dryuchi" they are not so strong, they give more freedom. TEACH. And who will take how much - the care of students. I would say that I rather like this approach, although a little more rigor would not hurt. Both in the conduct of objects, and in relation to lazy people.
From course to course, the number of machines that could be obtained increased.
Below I will write more in detail on the courses, how the training went: lists of subjects (fortunately, before graduating, I took a picture of my record) and what I was doing at that time.
Higher mathematics (copies), physics (copies), English, algorithmization and structural programming (copies), Microsoft Office, Russian history, physical education. It was on the ASP that most of our group got to know (with someone for the first time) programming. On the basis of Pascal, we were given the first concepts: programs, procedures, functions. Then there were algorithms and the beginning of OOP.
In the second semester, higher mathematics (copies), physics (copies), algorithms and structural programming, English, physical education continued. To them were added object-oriented programming (copies), ecology (copies), and microelectronics and circuitry (copies). At the OOP lectures, C and OOP theory were read, at the exercises there was pure C. Microelectronics was one of my favorite subjects for all my studies at the university, I always got fives with an automatic machine, and even thought that I would associate my activity with it.
In the middle of the second semester, I got a 1C configuration tester for 20 hours a week at a rate of a dollar per hour. The hostel quickly accustomed me to independence and I wanted to be financially independent too. As I remember now, my parents sent 2500 rubles a month and the scholarship was 250 rubles.
In the third semester they read and conducted: higher mathematics (copies), physics (copies), microelectronics and circuitry (copies), numerical analysis (copies), digital computers, OOP, philosophy and physical education. I shamelessly shrugged the numerical analysis, and on OOP I tried to understand C ++, STL and MFC. Memories of Delphi still lived in me and C ++ did not cause enthusiasm then.
In the fourth semester, there was again a scholarship (copy), numerical analysis and digital computer. They were supplemented by mathematical models (copies), discrete mathematics (copies), operating systems (copies), and programming of embedded applications. Matmodels went about the same way as numerical analysis. On the OS and embedded applications, you had to use C ++. Since I didn’t love him, these courses went accordingly: on the OS, they set me off in advance, and my partner did the labs for the built-in applications.
At the beginning of the second year, I realized that I was sick of programming, I didn’t even want to do simple laboratory work. With horror I thought what would happen next, what the hell did I come here to study. There were even thoughts about collecting documents and joining the army.
After working as a tester for exactly a year, in the middle of the fourth semester, I quit, including due to a pile of problems with my studies. The session was the apogee: it was necessary to pass 5 exams and 1 test with an assessment. By the end of the session, I had 1 exam passed. At the additional stage 4 exams and 1 test in 4 days were passed. Naturally, good grades were out of the question. After that I thought hard about myself and my training. (Looking ahead, I’ll say that the 5th semester was estimated to be the best from the first year, and the 6th semester was closed for all five).
The third course was the worst. It seems to have already let go of the matan, and then a new misfortune.
In the fifth semester they read: probability theory and random process (copies), control in technical systems (copies), databases (copies), programming of distributed systems (actually J2ME; copies), theory of algorithms and automata, microelectronics and circuitry, matmodels, Russian language and speech culture.
All students of the department were concerned only with two questions: how to take the Theorver and the TCB? From the first exams, people left with a shaft of twos. Our group (groups with this number have always been considered "botanical") left the first TCF exam with one triple. All the rest got bad.
In the sixth semester, theorver (more precisely, already as statistical modeling), TCB, TAA (copies), mathematical models and databases continued, the architecture of computing systems (copies), system analysis and decision making, economics and the use and design of microprocessors were added. I completely skipped the last course. A system analysis was read, by the way, by the dean of the faculty, who is also the head of our department.
At the beginning of the third year, I realized that it would be necessary to fall in love with programming again and somehow begin to move towards work in the specialty. In the middle of the fifth semester, I bought Troelsen, and passed the first course student in C # using databases (oh, this MDB and OLE objects!). In my movement to the side, working in my specialty, I got a job in the Motorola R&D project (our department actively cooperates with Motorola). In the summer, the project ended, but there was no desire to continue with J2ME.
The lecturer, who taught the Databases course in the sixth semester, and several graduate students who conducted laboratory work worked in the same company. A fairly large office, many projects, tasks for everyone, including a research plan. These are the tasks they called third-year students to undergo summer practice. I went. Practice has already been done using C #.
In the seventh semester, a systematic analysis (spec.) Continued, stat. modeling (copy), TCB (copy), expert systems (copy), data transmission systems (copy), functional and logical programming, psychology, industrial programming, hardware and network architecture were added. Psychology, for my taste, is the most interesting humanitarian subject of all.
In the eighth semester, system analysis, hardware and network architecture (copies) remained, and systems for processing multidimensional information (copies), computer graphics (copies), software development technologies (copies), the theory of programming languages, life safety were added. sociology, law.
Research work. This mesmerizing junior courses abbreviation. Research work in which it is assumed that the student is engaged in research and work for his diploma. We have at least a bachelor and optional, but almost all passed it. At the bachelor's degree, I stayed with the same person who oversaw my summer practice. Programming continued.
While studying in junior courses and looking at the schedule of the 5th year, we did not believe with our own eyes: research, research, research ... and only eight pairs a week in five subjects! And most couples are Friday-Saturday. No other department had such a "disgrace".
And the subjects were these: organization and production planning (copies), verification of requirements (copies), methods and means of protecting computer information (copies), management of software projects, software reliability (copies). In addition to the reliability of the software, all subjects were conducted entirely by young teachers: graduate students and former graduate students. All of them work in large IT companies. At lectures, the material was literally "with the forefront." Looking at them, I felt a keen desire to become experts like them.
The second semester of the fifth year continued with information protection methods (copies), they were supplemented with the design and design of websites (copies), JavaEE (copies) and the software development process (copies).
At the very beginning of the 5th year (in September), I got a completely adult position of C # developer (where I work to this day) and plunged into industrial programming. I note that in relation to work, the courses "Program Project Management", "The Software Development Process" and the general development "Organization and Production Planning" (old name, by the way) were interesting and useful to me.
My scientist is one of those graduate students who once carried out laboratory work on databases, was a curator in summer practice and led a bachelor's degree. Now he has his own business (you can use the fashionable word “start-up” now) and his project - an xml-data storage system. Within the framework of this system, my graduate work was done. And by the way, what the university gives and what is an engineer. There was a task, the word “clustering” was heard from a scientific teacher. And all - let's go. Studying literature (including English-language sources), breaking a head, rewriting many pages of a diploma after realizing an incorrectly chosen algorithm. Writing a diploma gave me valuable experience in terms of independent work, material processing, its structuring and presentation.
I was on the defenses of two departments: my own and the already mentioned KSPT. Estimates on the defenses everywhere were very loyal. But the difference in the process itself was striking. At our department, the commission was mainly occupied by professors, only a couple of people deal with modern technologies / programming. Hence the questions to the defenders, mainly of a general plan (although, of course, this does not make them less literate). At the next department, where in addition to the commission there are 6-8 young teachers and graduate students, in addition to general questions, a lot of purely technical questions are asked. From this, the level of protection becomes higher.
As I mentioned above, the students were treated quite loyally, no one really forced anyone. Those who didn’t get much into it did not live to see the diploma. Otherwise, the list of items seems to me very balanced. Some subjects came under the old names (apparently, from the standard of the Ministry of Education), but in reality young teachers read something else on them. And this suggests that the department seeks to keep pace with the times, not waiting for an order from above.
According to the official website of the department, now 58 teachers work at it, including 8 professors, 27 associate professors, 5 senior teachers, 18 assistants, as well as 12 teaching and auxiliary personnel. 5 doctors of sciences and 25 candidates of sciences.
I would say that all our teachers are divided into three categories:
- from the older generation, those who devote more time to teaching and spend at the university;
- from the older generation, those who, in parallel with extensive teaching, have their own companies or work somewhere;
- from the younger generation, those who lead only one or two pairs at our department, usually on Saturdays, and in most of the time they work in full swing at IT companies.
As far as I know, nobody lives on one university salary.
A smaller part of all teachers conducts in the first two courses, most of them starting from the third year. Their level varies, as elsewhere. Someone leads better, someone worse. Students love someone more, someone less. I can’t say anything really bad about any teacher.
Training classes, computer classes, projectors, equipment - everything is present. In general, all the support is up to standard. For 6 years of training, computers were updated at least 2 times. Math packages, Studios, SQL Server - everything works without problems. Of course, partly all of this is because the department and the faculty collaborate with IT companies. Partly, probably because the Polytech won a government grant in 2007 and some money went to the department.
I will illustrate the text with some facts and figures.
To summarize all of the above, I must admit that I was probably really lucky. I am very grateful to my university, my department and all the teachers from whom I studied (especially those who "drilled" more).
Having already received a diploma, I sincerely regret that I myself have missed a lot of things. Myself! They gave me, but I didn’t take it, you fool! This applies to study (you probably noticed in the description of the courses), and additional features that are in the university. And it’s very sad that this can’t be returned and it’s very difficult to at least partially repeat it.
However, the story does not end there: after the defense of the diploma, I was on the list of budget graduate students. In the fall, graduate school studies begin, where I am going to delve into the topic of the thesis. Moreover, if initially I regarded postgraduate studies more as a way to solve the housing problem (for which money is being actively accumulated), then after working on my diploma I wanted to do some research, and even those thoughts about teaching got out in addition, when I looked at our young teachers in my fifth year . The idea, as you know, is material: in February I was offered to conduct laboratory classes at the department. I agreed without hesitation. As a result, from this semester, together with two guys, we are conducting laboratory classes - on the same databases, in the 3rd year. And you know, this is interesting to me. And I will be glad if the department needs my help further,
The higher education system now has several problems from different angles. I will not discuss issues such as financing, low salaries, etc. Because here, in my opinion, everything is obvious. I am discussing another problem.
In my opinion, higher education has depreciated. Young people stopped wanting (yes, wanting; my father once changed his career as a football player to a military academy) to join the army, and the level of the professional education system fell. All this led to the emergence of many universities, the enrollment of students increased, including at the expense of contractors. And many of yesterday’s schoolchildren go to get higher education a) in order to get rid of the army, b) in order to get a crust, c) because their parents have hammered it that way. It is necessary to reduce the number of universities and the flow of people who want to study in them.
Another point is that many students are unsuccessfully choosing a specialty, or they generally perceive the learning system incorrectly.
Some acquaintances are surprised to learn that I chose the specialty consciously myself. This term is the number of times. Higher education does not imply constant monitoring of students; we, as adults, are free to choose our fate, to take or not to take what we are given, to study or not to study. Independent work is very important. This is the second term. The university provides many non-academic opportunities: these are various competitions, conferences, etc. This is the number three term.
If an applicant pays attention to all these components, he will make an excellent student and graduate!
Another problem: “The university does not give us practical skills, we do not know anything about new technologies,” students say. Indeed, the IT field is a very dynamic area and it is unrealistic to keep up with it in terms of specific technologies for the university. In my opinion, basic subjects should be conducted without reference to specific technologies, they should provide a foundation, a basis for thinking. (I foresee the cries of “Down with Pascal!”). But already in the fifth year, students need to be given as many practical subjects as possible, as close as possible to realities. And here another problem appears: who will lead them? The influx of new personnel into universities is for the most part really upsetting. But as for the IT field, it seems to me that everything should be solved quite simply: any specialist can combine the main work with a few hours a week, conducted at the university. Of course, there are some nuances, like "the department doesn’t need me," "I can’t leave work," etc. I have already mentioned the differences in the defense of diplomas in my own and neighboring departments. Add more. If our young teachers are just that: one or two couples a week, and everything else is work, then in the next department young teachers spend most of the time in the department, and work is only part-time.
Of course, seeing the problems, you can simply state them and sigh, they say, but what can I do. First you need to tune in to the positive and desire to participate in resolving the problem:
1. Know what you want.
2. Do not wait until you are given everything ready, take it and do it yourself.
3. Start with yourself and your surroundings will get better.
4. Give part of yourself to others and the world will become better.
As glamcoder noted in a comment on the previous topic: “The twig easily broke, but the broom was unbendable.” Good luck to everyone!
It seems, on Habré a new week of education? In this post, a big discussion flared up, several users in the comments promised to write their notes, and the author of the aforementioned topic suggested that I write my own topic. Well ...
I must say right away that I do not quite share the point of view of ssiemens . Probably because I work by profession, and from the university I have only good memories. In this post I want to talk about how the training took place with us and share my thoughts.
In addition to objective assessments, the post will include: the author’s opinion, his impressions and some personal information. The author does not guarantee that all conclusions are true for humanitarian education and for other universities in general. Also, I apologize in advance for typos and possible errors - corrections can be sent to Habrashta.
Foreword
From the 8th to the 11th grade, I studied at the Lyceum for Boys, all of whose representatives were proud of the high level of teachers and students, that 100% of students go to universities, most of them to budget-funded places in the universities of Moscow and St. Petersburg. They were secretly proud that over the 15-year history of the school, there were only two medalists in it.
At the beginning of grade 11, the question arose of admission. Moscow and St. Petersburg, several universities. As a result, for some reason, I chose the Northern capital, and specifically the St. Petersburg State Polytechnic University (SPbSPU). The question of who to go to study initially did not even stand: except as a computer specialty, nothing was considered. At school they gave Pascal, and stayed at home behind Delphi. First of all, I looked at the "Software", then other computer specialties went in descending order.
At the Polytechnic University, this specialty was taught at the Faculty of Technical Cybernetics (FTK), and specifically at the Department of Information and Control Systems (IMS).
Training
Freshmen we recruited six groups. One budget group in the specialty "Automated information processing and control systems" and five groups in the specialty "Software of computer technology and automated systems": two budget and three contract. In total, more than 60 people. I myself studied on a budget.
The curriculum is structured in such a way that in the first year the percentage of special subjects was less than 20, by the fifth year it increased to 100. The number of subjects and pairs since the 2-3 year has steadily decreased. Up to the fact that in my fifth year I worked 40 hours a week, normally combining this with studies. But this is only with us, there were more couples in other departments.
Compared with other good departments of the faculty (I consider IBKS and KSPT (former A&VT) as such) in subjects specializing in "dryuchi" they are not so strong, they give more freedom. TEACH. And who will take how much - the care of students. I would say that I rather like this approach, although a little more rigor would not hurt. Both in the conduct of objects, and in relation to lazy people.
From course to course, the number of machines that could be obtained increased.
Below I will write more in detail on the courses, how the training went: lists of subjects (fortunately, before graduating, I took a picture of my record) and what I was doing at that time.
1st course
Higher mathematics (copies), physics (copies), English, algorithmization and structural programming (copies), Microsoft Office, Russian history, physical education. It was on the ASP that most of our group got to know (with someone for the first time) programming. On the basis of Pascal, we were given the first concepts: programs, procedures, functions. Then there were algorithms and the beginning of OOP.
In the second semester, higher mathematics (copies), physics (copies), algorithms and structural programming, English, physical education continued. To them were added object-oriented programming (copies), ecology (copies), and microelectronics and circuitry (copies). At the OOP lectures, C and OOP theory were read, at the exercises there was pure C. Microelectronics was one of my favorite subjects for all my studies at the university, I always got fives with an automatic machine, and even thought that I would associate my activity with it.
From personal
In the middle of the second semester, I got a 1C configuration tester for 20 hours a week at a rate of a dollar per hour. The hostel quickly accustomed me to independence and I wanted to be financially independent too. As I remember now, my parents sent 2500 rubles a month and the scholarship was 250 rubles.
2nd course
In the third semester they read and conducted: higher mathematics (copies), physics (copies), microelectronics and circuitry (copies), numerical analysis (copies), digital computers, OOP, philosophy and physical education. I shamelessly shrugged the numerical analysis, and on OOP I tried to understand C ++, STL and MFC. Memories of Delphi still lived in me and C ++ did not cause enthusiasm then.
In the fourth semester, there was again a scholarship (copy), numerical analysis and digital computer. They were supplemented by mathematical models (copies), discrete mathematics (copies), operating systems (copies), and programming of embedded applications. Matmodels went about the same way as numerical analysis. On the OS and embedded applications, you had to use C ++. Since I didn’t love him, these courses went accordingly: on the OS, they set me off in advance, and my partner did the labs for the built-in applications.
From personal
At the beginning of the second year, I realized that I was sick of programming, I didn’t even want to do simple laboratory work. With horror I thought what would happen next, what the hell did I come here to study. There were even thoughts about collecting documents and joining the army.
After working as a tester for exactly a year, in the middle of the fourth semester, I quit, including due to a pile of problems with my studies. The session was the apogee: it was necessary to pass 5 exams and 1 test with an assessment. By the end of the session, I had 1 exam passed. At the additional stage 4 exams and 1 test in 4 days were passed. Naturally, good grades were out of the question. After that I thought hard about myself and my training. (Looking ahead, I’ll say that the 5th semester was estimated to be the best from the first year, and the 6th semester was closed for all five).
3rd course
The third course was the worst. It seems to have already let go of the matan, and then a new misfortune.
In the fifth semester they read: probability theory and random process (copies), control in technical systems (copies), databases (copies), programming of distributed systems (actually J2ME; copies), theory of algorithms and automata, microelectronics and circuitry, matmodels, Russian language and speech culture.
All students of the department were concerned only with two questions: how to take the Theorver and the TCB? From the first exams, people left with a shaft of twos. Our group (groups with this number have always been considered "botanical") left the first TCF exam with one triple. All the rest got bad.
In the sixth semester, theorver (more precisely, already as statistical modeling), TCB, TAA (copies), mathematical models and databases continued, the architecture of computing systems (copies), system analysis and decision making, economics and the use and design of microprocessors were added. I completely skipped the last course. A system analysis was read, by the way, by the dean of the faculty, who is also the head of our department.
From personal
At the beginning of the third year, I realized that it would be necessary to fall in love with programming again and somehow begin to move towards work in the specialty. In the middle of the fifth semester, I bought Troelsen, and passed the first course student in C # using databases (oh, this MDB and OLE objects!). In my movement to the side, working in my specialty, I got a job in the Motorola R&D project (our department actively cooperates with Motorola). In the summer, the project ended, but there was no desire to continue with J2ME.
The lecturer, who taught the Databases course in the sixth semester, and several graduate students who conducted laboratory work worked in the same company. A fairly large office, many projects, tasks for everyone, including a research plan. These are the tasks they called third-year students to undergo summer practice. I went. Practice has already been done using C #.
4th course
In the seventh semester, a systematic analysis (spec.) Continued, stat. modeling (copy), TCB (copy), expert systems (copy), data transmission systems (copy), functional and logical programming, psychology, industrial programming, hardware and network architecture were added. Psychology, for my taste, is the most interesting humanitarian subject of all.
In the eighth semester, system analysis, hardware and network architecture (copies) remained, and systems for processing multidimensional information (copies), computer graphics (copies), software development technologies (copies), the theory of programming languages, life safety were added. sociology, law.
From personal
Research work. This mesmerizing junior courses abbreviation. Research work in which it is assumed that the student is engaged in research and work for his diploma. We have at least a bachelor and optional, but almost all passed it. At the bachelor's degree, I stayed with the same person who oversaw my summer practice. Programming continued.
5th course
While studying in junior courses and looking at the schedule of the 5th year, we did not believe with our own eyes: research, research, research ... and only eight pairs a week in five subjects! And most couples are Friday-Saturday. No other department had such a "disgrace".
And the subjects were these: organization and production planning (copies), verification of requirements (copies), methods and means of protecting computer information (copies), management of software projects, software reliability (copies). In addition to the reliability of the software, all subjects were conducted entirely by young teachers: graduate students and former graduate students. All of them work in large IT companies. At lectures, the material was literally "with the forefront." Looking at them, I felt a keen desire to become experts like them.
The second semester of the fifth year continued with information protection methods (copies), they were supplemented with the design and design of websites (copies), JavaEE (copies) and the software development process (copies).
From personal
At the very beginning of the 5th year (in September), I got a completely adult position of C # developer (where I work to this day) and plunged into industrial programming. I note that in relation to work, the courses "Program Project Management", "The Software Development Process" and the general development "Organization and Production Planning" (old name, by the way) were interesting and useful to me.
Diploma
My scientist is one of those graduate students who once carried out laboratory work on databases, was a curator in summer practice and led a bachelor's degree. Now he has his own business (you can use the fashionable word “start-up” now) and his project - an xml-data storage system. Within the framework of this system, my graduate work was done. And by the way, what the university gives and what is an engineer. There was a task, the word “clustering” was heard from a scientific teacher. And all - let's go. Studying literature (including English-language sources), breaking a head, rewriting many pages of a diploma after realizing an incorrectly chosen algorithm. Writing a diploma gave me valuable experience in terms of independent work, material processing, its structuring and presentation.
I was on the defenses of two departments: my own and the already mentioned KSPT. Estimates on the defenses everywhere were very loyal. But the difference in the process itself was striking. At our department, the commission was mainly occupied by professors, only a couple of people deal with modern technologies / programming. Hence the questions to the defenders, mainly of a general plan (although, of course, this does not make them less literate). At the next department, where in addition to the commission there are 6-8 young teachers and graduate students, in addition to general questions, a lot of purely technical questions are asked. From this, the level of protection becomes higher.
The department
Study
As I mentioned above, the students were treated quite loyally, no one really forced anyone. Those who didn’t get much into it did not live to see the diploma. Otherwise, the list of items seems to me very balanced. Some subjects came under the old names (apparently, from the standard of the Ministry of Education), but in reality young teachers read something else on them. And this suggests that the department seeks to keep pace with the times, not waiting for an order from above.
Teachers
According to the official website of the department, now 58 teachers work at it, including 8 professors, 27 associate professors, 5 senior teachers, 18 assistants, as well as 12 teaching and auxiliary personnel. 5 doctors of sciences and 25 candidates of sciences.
I would say that all our teachers are divided into three categories:
- from the older generation, those who devote more time to teaching and spend at the university;
- from the older generation, those who, in parallel with extensive teaching, have their own companies or work somewhere;
- from the younger generation, those who lead only one or two pairs at our department, usually on Saturdays, and in most of the time they work in full swing at IT companies.
As far as I know, nobody lives on one university salary.
A smaller part of all teachers conducts in the first two courses, most of them starting from the third year. Their level varies, as elsewhere. Someone leads better, someone worse. Students love someone more, someone less. I can’t say anything really bad about any teacher.
Material base
Training classes, computer classes, projectors, equipment - everything is present. In general, all the support is up to standard. For 6 years of training, computers were updated at least 2 times. Math packages, Studios, SQL Server - everything works without problems. Of course, partly all of this is because the department and the faculty collaborate with IT companies. Partly, probably because the Polytech won a government grant in 2007 and some money went to the department.
Some statistics
I will illustrate the text with some facts and figures.
- For the entire time of training, not a single student of our department has bought an exam. No one. Neither the "general" teachers (such as high school, physics), nor the teachers of the department. Maximum - candy / brandy a couple of times.
- In the first year at the department there were 6 groups, a little more than 60 people. The sixth year finished (masters are still finishing) 5 groups, a little more than 40 people. Including two left my group.
- At the time of graduation, 11 people studied in my group. Now 7 people are engaged in software development, 1 person works as an analyst, 1 is engaged in the web, 1 does not work in their specialty and 1 person does not work. As you can see, the “net” percentage of people working in the specialty is 7 out of 11, i.e. about 64%. In parallel budget groups, the situation is about the same. In contract groups, it’s a little worse, but 3-4 people from a specialty group work for sure, and a lot of people are involved in the web, testing, etc.
Finally
To summarize all of the above, I must admit that I was probably really lucky. I am very grateful to my university, my department and all the teachers from whom I studied (especially those who "drilled" more).
Having already received a diploma, I sincerely regret that I myself have missed a lot of things. Myself! They gave me, but I didn’t take it, you fool! This applies to study (you probably noticed in the description of the courses), and additional features that are in the university. And it’s very sad that this can’t be returned and it’s very difficult to at least partially repeat it.
However, the story does not end there: after the defense of the diploma, I was on the list of budget graduate students. In the fall, graduate school studies begin, where I am going to delve into the topic of the thesis. Moreover, if initially I regarded postgraduate studies more as a way to solve the housing problem (for which money is being actively accumulated), then after working on my diploma I wanted to do some research, and even those thoughts about teaching got out in addition, when I looked at our young teachers in my fifth year . The idea, as you know, is material: in February I was offered to conduct laboratory classes at the department. I agreed without hesitation. As a result, from this semester, together with two guys, we are conducting laboratory classes - on the same databases, in the 3rd year. And you know, this is interesting to me. And I will be glad if the department needs my help further,
Bonus
The higher education system now has several problems from different angles. I will not discuss issues such as financing, low salaries, etc. Because here, in my opinion, everything is obvious. I am discussing another problem.
In my opinion, higher education has depreciated. Young people stopped wanting (yes, wanting; my father once changed his career as a football player to a military academy) to join the army, and the level of the professional education system fell. All this led to the emergence of many universities, the enrollment of students increased, including at the expense of contractors. And many of yesterday’s schoolchildren go to get higher education a) in order to get rid of the army, b) in order to get a crust, c) because their parents have hammered it that way. It is necessary to reduce the number of universities and the flow of people who want to study in them.
Another point is that many students are unsuccessfully choosing a specialty, or they generally perceive the learning system incorrectly.
Some acquaintances are surprised to learn that I chose the specialty consciously myself. This term is the number of times. Higher education does not imply constant monitoring of students; we, as adults, are free to choose our fate, to take or not to take what we are given, to study or not to study. Independent work is very important. This is the second term. The university provides many non-academic opportunities: these are various competitions, conferences, etc. This is the number three term.
If an applicant pays attention to all these components, he will make an excellent student and graduate!
Another problem: “The university does not give us practical skills, we do not know anything about new technologies,” students say. Indeed, the IT field is a very dynamic area and it is unrealistic to keep up with it in terms of specific technologies for the university. In my opinion, basic subjects should be conducted without reference to specific technologies, they should provide a foundation, a basis for thinking. (I foresee the cries of “Down with Pascal!”). But already in the fifth year, students need to be given as many practical subjects as possible, as close as possible to realities. And here another problem appears: who will lead them? The influx of new personnel into universities is for the most part really upsetting. But as for the IT field, it seems to me that everything should be solved quite simply: any specialist can combine the main work with a few hours a week, conducted at the university. Of course, there are some nuances, like "the department doesn’t need me," "I can’t leave work," etc. I have already mentioned the differences in the defense of diplomas in my own and neighboring departments. Add more. If our young teachers are just that: one or two couples a week, and everything else is work, then in the next department young teachers spend most of the time in the department, and work is only part-time.
Of course, seeing the problems, you can simply state them and sigh, they say, but what can I do. First you need to tune in to the positive and desire to participate in resolving the problem:
1. Know what you want.
2. Do not wait until you are given everything ready, take it and do it yourself.
3. Start with yourself and your surroundings will get better.
4. Give part of yourself to others and the world will become better.
As glamcoder noted in a comment on the previous topic: “The twig easily broke, but the broom was unbendable.” Good luck to everyone!