In the following video Chris Terman describes various aspects of how he taught 6.004 Computation Structures.
View by chapter
- Meet the Educator
- When Students Come with Different Backgrounds, Offer a Buffet of Learning Materials
- Using the MITx Platform to Structure Learning Sequences
- Conceptualizing Online Courses as Educational Labs
- Teaching Large Lecture Classes: The Importance of Stories and Disfluency
- The Teaching Team: From Lab Assistants to Faculty Members, the Range of Experience is Key
- With Online Fora, Being Stuck is Just a 10-Minute Process
- Using Browser-Based Programming Environments to Engage Students in the Practice of Engineering
- A Common Challenge Students Face: Developing Confidence in Systematically Solving Problems
- Hallway Learning: The Value of Common Learning Experiences at the Undergraduate Level
- The Fun is in the Doing of the Puzzle: Self-Paced Mastery Learning and Moving Beyond the Answer
- Engineering Learning Materials: An Iterative Process
- Students should feel comfortable using computers. A rudimentary knowledge of programming language concepts and electrical fundamentals is assumed.
- 6.004 can be applied toward a degree in Electrical Science and Engineering, but is not required.
- 6.004 can be applied toward a degree in Electrical Engineering and Computer Science, but is not required.
Every fall and spring semester
The students' grades were based on the following activities:
35% Labs (nonzero score required on each lab)
9% Design project
Between 2008 and 2018, the enrollment for 6.004 rose from about 100 to 200-300 per semester.
Breakdown by Year
Mostly sophomores, but also others, ranging from freshmen to graduate students.
Breakdown by Major
About 4/5 Electrical Engineering and Computer Science majors, 1/5 other.
Typical Student Background
Some students came to the class with prior experience in programming and some understanding of how computers are structured; others came knowing little more than how to use a browser.
During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:
- Met 2 times per week for 1 hour per session; 24 sessions total.
- Class sessions were lecture-based and focused on the engineering of digital systems.
- Met 2 times per week for 1 hour per session; 26 sessions total.
- Recitation groups contained 20-30 students on average and allowed students to work through practice problems and ask questions of the recitation instructors.
Out of Class
- Outside of class, students completed seven lab assignments, worked through the online materials and practice problems in the MITx version of the course, and prepared a design project.