Introduction and Motivation

Around 1.5 years ago, when I was teaching CS2040S, I once joked with my students that since I taught CS1101S and CS2040S, a natural career progression would be to teach CS3230 next. I truly meant it as a joke, but little did I know back then that I would eventually go on to do it.

CS3230 Design and Analysis of Algorithms was taught by Prof Arnab Bhattacharrya in the recent semester (AY21/22 Sem 1). The module is part of the graduation requirements for computer science majors, and I believe computer engineering majors have the option to take this module to fulfill their requirements. It builds on CS2040S, providing more advanced tools and techniques to design (divide & conquer, greedy, dynamic programming) and analyse (amortisation, randomised analysis) algorithms. Theoretical content such as the famous “P vs NP” problem is also briefly touched upon.

I was initially not even thinking of teaching the module. How it came to be was that my previous CS3230 tutor was offered by Prof Arnab to teach, but he could not due to his commitments. My tutor then asked if I would be willing to teach in his place. I happened to have sat in Prof Arnab’s other classes before, and felt like I could be confident in the quality of his teaching (which was a complaint for other instructors in previous semesters). Moreover, I also have gained confidence in my own abilities over the semesters. Lack of confidence was one of the reasons I had not taken it up sooner. The final reason was because in the same semester, I was going to take CS5234 Algorithms at Scale. I thought CS3230 would be a good way for me to revise my fundamentals as well. A little fun fact is that when I taught CS1101S, I took CS2040S. When I taught CS2040S, I took CS3230. Then when I taught CS3230, I took CS5234. It’s almost as if I taught things in order to solidify my fundamentals in the same semester. All things considered, I decided that it would be a good time and opportunity for me to take up the role.

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Introduction

This is a reflection that is quite overdue! I was a little busy throughout the May-July vacation period, and could only find time to update my blog now. Better late than never, I suppose! Just a warning though, there is a lot of text, and almost no pictures in this post.

CS2040S is NUS’ Data Structures and Algorithms course. Originally, there were only two variants of the module, CS2040 and CS2040C. The CS2040S variant is introduced this recent academic year (AY19/20) as a means for module management of the growing computing cohort (or so I heard). More specifically, it is compulsory for Computer Science undergraduates matriculating in AY19/20 to take this variant of the module. The module uses Java for the problem sets, but written exams allow usage of pseudocode.

This recent semester (AY19/20 Semester 2), the module is taught under Prof Seth Gilbert, Prof Ben Leong, and Prof Soo Yuen Jien (also known as Uncle Soo). Prof Seth does the main delivery of content, while Prof Ben and Uncle Soo handle the administrative matters of the module. The module does not always have the same lecturer(s). When I was taking the module in AY19/20 Sem 1, it was taught under Prof Harold Soh. Future semesters might also be different.

I was a teaching assistant (TA) who taught a weekly 2-hour tutorial (discussion group) sessions of 12 students. I’ll write about my experience in this blog, while making some comparisons with my experience teaching CS1101S in the previous semester. Take note that this post is not meant to be a review of the module.

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Introduction

In NUS, CS1101S Programming Methodology is the introductory course to programming for CS freshmen. It uses the Structure and Interpretation of Computer Programs textbook, which is adapted to JavaScript (it was recently announced that the adaptation is going public!). The course itself is actually taught by using a subset of JavaScript called Source, written and developed by the teaching team together with some students. I am aware that there are many undesirable things in JS, and Source aims to mitigate that by “providing the good parts”. That way, freshmen can still learn fundamentals of programming without having to learn the intricacies of the actual JS.

The module has been taught by Assoc Prof Martin Henz and Dr Low Kok Lim for several years now. Traditionally, it used to be an optional 5-Modular Credits module, slightly more workload compared to a standard 4-MC module. As of AY18/19 (the year I matriculated), it became a compulsory 4-MC module for CS freshmen.

Avenger is a term used in the module to refer to the tutors, usually undergraduates. A tutorial¹ class in CS1101S usually comprises of 6 to 8 students (only!), and led by an Avenger which serves the role of facilitating discussions. Perhaps they are best described as ‘Discussion Group Facilitators’. But hey, that’s a mouthful, and an ‘Avenger’ does sound way cooler!

In AY19/20 Sem 1 (Fall 2019), I took up the role of an Avenger. I led a discussion group of 6 students (initially it was supposed to be 8 but there was some reshuffling around). It’s been a super busy semester, and I would like to share my experience on being one. If you are a student contemplating on whether to apply on being an Avenger, hope this post can help provide you with some insights!

Actually, during the holiday break prior to the sem, I also worked as an Avenger for SWS3012, which is a 2-week Summer Workshop for visiting international students, taught with condensed CS1101S material. Due to this exposure, Prof Martin asked if I was willing to be an “Avenger Mentor” to mentor the new Avengers once the sem took a full swing. I took up this role. I will briefly talk about these 2 experiences as well.

This post will not be a review of the module, but rather a reflection on my experience as an Avenger, as well as my personal approach to being one.

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¹ A tutorial class in CS1101S is called a 'Studio'. For readers who are not from CS1101S background, I will try to stick to the term 'tutorial' in this blog.

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