Joshua Crotts

IU Computer Science PhD 202X · UNCG MS Computer Science 2022 · Programming Languages, Linguistics, Formal Logic, Compilers, Theory of Computation Enthusiast

[Joshua Crotts @ljcrotts]

@ShriramKMurthi @KathiFisler My current work revolves around the rainfall problem - congrats!

[Shriram Krishnamurthi (primary: Bluesky) @ShriramKMurthi]

Super excited that @KathiFisler just won the ICER Lasting Impact Award for her 2014 (solo!) paper, "The recurring rainfall problem", which reopened and finally made progress on a 30 year old open education question!
https://t.co/Z4v0WXkI0p

[Joshua Crotts @ljcrotts]

@ShriramKMurthi I had this happen at ORD. Taxied for over 3 hours and the crew timed out

[scLLptr @scLLptr]

@kerckhove_ts Both Haskell coders liked this post

[Joe Gibbs Politz @JoePolitz]

Ever wanted to try building a JIT from scratch? Undergraduates in our compilers course did last fall! We started from Ghuloum's “Incremental Approach”, and added a REPL. It turns out this forces a ton of useful decisions needed for JITs.

1/

[Joshua Crotts @ljcrotts]

@connacher_ Finally, a real result from AI.

[Joshua Crotts @ljcrotts]

@Tobiasbuildss @JosiahWittrock Elaborate!

[Jay Cummings @LongFormMath]

Students like this warm my heart. It’s effortless to be dishonest, and yet they make an honest effort anyways!

[Kiran @kirancodes]

Can I suggest a new typing rule that has the potential to impact the future?

[Joshua Crotts @ljcrotts]

@realpastaya @el_mariano__ Yeah but it’s better than whatever the hell this is

[Joshua Crotts @ljcrotts]

@ShriramKMurthi I’d love to see this idea replicated at SIGCSE!

[Joshua Crotts @ljcrotts]

@TrisH0x2A We used this book at @UNCG_CompSci in the CSC-362 course. Good resource!

[Joshua Crotts @ljcrotts]

@ShriramKMurthi @EneaszWrites @wfenza It is very difficult to accidentally measure the course - I agree. I try to make these types of questions a measure of knowledge transfer to the best of my ability!

[Joshua Crotts @ljcrotts]

@yawaramin @EneaszWrites @ShriramKMurthi @wfenza As a follow-up, students do this type of thing all the time in my class; they just do it more often on problem sets than exams (that is, they take the concepts from class (such as interfaces) and apply them to psets in ways I didn’t explicitly demo in lecture.

[Joshua Crotts @ljcrotts]

@yawaramin @EneaszWrites @ShriramKMurthi @wfenza I don’t think you understood (and perhaps that’s my fault). I might, e.g., ask students to design a “cons list” data structure on their final exam, despite never talking about ��cons” SPECIFICALLY in lecture (but we *did* talk about everything that allows you to make one!)

[Joshua Crotts @ljcrotts]

@Roodog110 @martinmrmar Yeah I said fog and gof (sounded out)

[Joshua Crotts @ljcrotts]

@EneaszWrites @ShriramKMurthi @wfenza This is what I do in my CS2 class. The first question on every final exam is about a data structure/problem that they haven't explicitly seen in class. I want to see how quickly they can pick up something new. (It uses concepts from class, of course, but isn't verbatim taught).

[Sam Tobin-Hochstadt @samth]

There are actually quite good answers -- give kids options to do accelerated work/classes while keeping them in their regular grade.

[Joshua Crotts @ljcrotts]

@ShriramKMurthi I should project this to my CS2 class.