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Award Winning Private Computer Science Tutoring in Washington DC
We require the most rigorous qualifications from Computer Science tutors, in addition to a background check.
Tutors deliver personally tailored Computer Science lessons in a one-on-one setting.
We offer an unparalleled satisfaction guarantee with your Washington DC Computer Science tutors.
Computer Science Tutoring in Washington DC
Customized private in-home and online tutoring
Experience Computer Science tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn Computer Science through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.
Selected Computer Science Tutors in Washington DC
Talented Computer Science tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other nationally recognized programs.
Brigham Young University - Mathematics
University Of Maryland, College Park - Mathematics And Computer Science
Arizona State University - Mechanical Engineering
How your tutor helps you master: Computer Science
PINPOINTING COMPUTER SCIENCE AREAS OF NEED
Your personal learning style and needs will be assessed by our educational director to ensure your key Computer Science goals are met.
RECOGNIZING AREAS OF IMPROVEMENT
Your skills and progress will be assessed by your Computer Science tutor to help shape and define your lesson plan.
Your tutor will design a custom-made program to get you on track to meet and exceed your goals.
Recent Tutoring Session Reviews
During this first session, the student and I worked on the basic structure of a Java program, focusing on branching (if / else), variable types, and input / output (using Scanner and the standard System.out methods). I assigned a calculator program for him to do for me for next time. We began it during the session. He is to add several functions as well as to "tighten up" some the code, which I left verbose on purpose.
We continued working on the maze game we constructed in our last session, this time focusing on implementing conditional loops. We used pseudo code to sketch out the game's plan and the student picked up that methodology very quickly. She is beginning to intuit what needs to come next in a code and where bugs might be. She seems engaged and excited when her code works and is clearly very interested in learning more. We will continue to develop the maze program, adding a timer and a scoring system.
Today we covered the same program from yesterday. However, the student was able to install the curve fitting toolbox for Matlab, and I assisted him to make the corrections needed to his spline for his assignment. Tomorrow we will be meeting to go over any problems that came up with finalizing this project, and begin the next project.
Continued helping with the test. The final answers were rather tough, so I spent awhile going over the concepts so she could answer the questions.
Played around with Scratch, a browser-based drag-and-drop programming environment for children. We set up basic keyboard events to control a sprite's position and did basic editing of vector graphics to alter the sprite's appearance. I also introduced the student to the concept of DRY (don't repeat yourself) by using a variable to control the sprite's speed instead of setting the speed directly in multiple places.
We went over the code he had. Then we discussed psuedocode for rest of his game. We plan to meet soon when he has some more code written
We went over more Python basics and went over again the basics of programming logic -- if-statements, loops, and variables.
We covered assembly programming: jump instructions based on FLAGS, comparison between values, labels, flow of assembly programs with various kinds of jumps, code examples, EBP, ESP, and stack frames.
The student and I began our session by reviewing the latest topics covered in his class: recursive code. This involves fascinating but rather unintuitive approaches to coding, so we took our time understanding how to define recursivity, how to approach certain problems through a recursive lens, and how that might simplify code writing endeavors in some cases. We then turned our attention to his homework, which asked about recursive approaches to exponents, factorials, greatest common divisors and the Fibonacci sequence. At first, it was tough to establish a recursive mindset to solve these problems, but once he grasped the two requirements for a recursive function - a 'base state' and a recursed modifier - we had no problem defining recursive methods for each of those problems. With the time we had left, he and I discussed the possibility of creating a 'Game of Life' - a classic coding endeavor with some rather interesting properties that would do a lot to compliment his growing expertise in computer science.
I had the student work through various problems to understand the logic behind nested for loops. We also went through some compiler errors.
We reviewed online assignments that dealt with domain, range, and increasing/decreasing intervals. We also went over an excel project that dealt with pivot tables and formula notation.
The student and I made some configuration changes to his Mac computer. He had a few questions that I was able to answer.
How can a Computer Science tutor help you?
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Computer Science tutor in Washington DC