Category: Technology

Photo Courtesy of James Xue (SEAS ’17)

“I’m bored.”

This is the cry of every student who finds themselves swimming in the ocean of free time that is summer vacation. As much fun as it is to sleep the mornings away, it gets old after the third week. So what exactly should you do with your newfound free time? Why not spend it becoming acquainted with a subject you’ve never tackled before? Never fear if you didn’t apply for summer classes. There are plenty of quality learning resources available if you have a computer and internet access. The following resources are primarily video-based, though some include outside exercises and quizzes that you can use as supplementary materials. 

CourseWorld (Free)

What do you do when you want to learn about a topic but Wikipedia isn’t good enough? CourseWorld is a not-for-profit online resource committed to giving a quality liberal arts education to anyone who wants it. The instructional videos, mostly curated from YouTube, cover everything from religion to freelance writing. If you’re looking to learn about a specific topic, say Korean literature, this is the place for you. The site allows you to make an account and queue up your videos for later viewing if you’d like. It’s easy to search for the videos you’re looking for based on a keyword, and the site includes courses, or a related series of videos, for most subjects. The site draws primarily from documentaries, lectures, and discussion panels. 

Coursera (Free, starting at $49 for course certificate)

Miss the hallowed halls of Columbia and wish you were still in class? Coursera can help. The website offers massive open online courses, or MOOCs from universities like Stanford, Yale, Princeton, and our fair Columbia. They’re completely free, and you can take as much (or as little) from the courses as you’d like, as instructors don’t give students grades. Coursera’s courses are true blue college courses, which means it carries the workload of a college course. Keep that in mind before you sign up to take ten of them at the same time. It might be hard to motivate yourself to stay inside and watch videos when the pleasant weather of summer beckons from outside.

Compared to CourseWorld, it might be a little more challenging to wade through Coursera courses if you’re looking for specific information. On the other hand, by the end of the course, you’ll be a verified mini-expert. Also, when you sign up for a course, you can sign up for a special track that will award you a certificate at the end of the course. This special certificate track costs money, but there are scholarships available. The site offers everything from computer programming courses to foreign language. You must make an account to view videos, and Coursera takes its honor code pretty seriously. 

Lynda ($25 a month, free for Columbia/Barnard students)

Want to up your internship game? Lynda is a site that offers a multitude of courses in business and technical skills, all taught by industry experts. You can choose to watch videos independently, or if you’d like, you can choose to be on a “learning path” that will give you the skills of a certain occupation once you’ve finished all the videos. Examples include how to become an project manager and how to become an iOS app developer, though there are many others. The material here isn’t usually as engaging as the material on the other two sites, though Lynda is the only website to offer courses on “soft” skills like leadership. When you finish a course, you can post an acknowledgement of this fact directly on your LinkedIn profile. You have to make an account to view videos. You can access Columbia’s Lynda portal here.  

Fight the summer brain drain with these three online resources. Each site draws its strength from the particular method it uses to teach you and you can pick the best site depending on your individual needs. Just remember: you can can always learn, even in the summer. 

Photo Courtesy Josh Schenk, CC ’19

I care about grades. I care about grades a lot. I pretend not to because our culture is such that appearing to care about school is a character flaw. But so is not doing well.

Today, I skimmed this article about how the “world is run by C students” — an opinion I’ve heard before, but widely ignored because I know it doesn’t apply to me. But for some reason today, I opened it up and skimmed through it.

Bill Gates, Joe Biden, George W. Bush, the list rattled on. They have “run the world” despite being “mediocre” students.

“So why can’t you?,” The article argues.

It’s an interesting perspective, one meant to be encouraging to the students whose intelligence does not quite correspond with academia, but it’s one I feel uncomfortable thinking about. Maybe it’s because while I’m not the straight-A student this article juxtaposes, I’m also not a C student — but I could be. If I didn’t feverishly overwork myself, in fact, I would be.

But the thing is, I’m not Bill Gates. I’m not Joe Biden. I’m not George W. Bush. And I don’t mean that in a literal sense or even to allude to the fact that I might not be as ‘smart’ as them. I’m not them because I can’t get away with mediocrity the same way they were able to.

Women, People of Color, Low-Income students don’t get to just let school happen to them. We don’t get to be mediocre. If we are, suddenly people question our existence in academic spaces. If we are, suddenly people use us as examples of how systems of affirmative action are flawed. We become reduced to another cog in the supposed unfair system.

But no one ever uses the mediocrity of a white students to condemn white supremacy. No one uses the mediocrity of men to condemn patriarchy. No one uses the mediocrity of rich students to condemn classist education systems.

We don’t have the privilege of individualism — we represent the groups we are a part of, and we must prove our existence over and over again.

That’s a lot of pressure to carry.

So I do care about grades, and I care about grades a lot. And it’s not because I think grades are an accurate representation of my intelligence. It’s not because I get some sort of sadistic pleasure from stressing myself over grades. It’s because I just can’t afford to do poorly. I can’t afford to “waste” my college education because doing so means risking my chance of future financial stability. It means risking all the work my parents and I have put into getting here in the first place.

And that’s just something I can’t play around with.

So when I hear my peers joke about how unimportant an assignment is, I’m reminded that I don’t have the luxury of mediocrity. I’m reminded that for them, getting C’s is a choice and not a result of educational inequality propelled by my class and racial identities.

I don’t have the luxury of shrugging off my sub par academic performance because, for me, the consequences are much higher. And for me, even my hardest work is oftentimes not enough because I didn’t spend thirteen years of primary and secondary school preparing me for the academic intensity of college.

So perhaps it’s true that C students are the ones who “run the world.” Perhaps these articles are right and being a C student is a pre-req for high-level success. But let us not forget the first requisite of all: privilege.

Steve Jobs. Bill Gates. Mark Zuckerberg. There’s no doubt they’re brilliant men, but before we rattle on about how C-students and college dropouts are running the world, let’s not forget the position these brilliant men were in to accomplish all that they did. Let us not forget their maleness, their whiteness, their wealth.

The intentions of these articles are good. By reminding college students that “grades aren’t everything,” maybe we can comfort the over-worked and hyper-stressed students struggling to get through college, even if only for a brief moment.

But maybe we can accomplish this without undermining the hard work students put into school — especially those whose existence in college is already revolutionary, and especially for those whose only option for financial stability is struggling through an education system that was never built for them.

So maybe these students aren’t the future tech personality giants, but their presence and work is no less crucial for the future of our society.

Let us never, ever forget that.


This post was originally published on Medium.
Lesley Cordero is a junior in Columbia Engineering studying Computer Science.
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