Campfire Session — Computer Science

Conversation about the future of computer science, how Flint can be used to better instruction, and what updates in Flint V5 are applicable to CS teachers.

Sohan Choudhury, Co-founder & CEO of Flint | LinkedIn

With a group of Computer Science teachers from across the US and Canada, this discussion on using Flint for CS courses covered topics like:

1. The future of Computer Science careers
2. Examples of how CS teachers have used Flint
3. Introducing Flint to students
4. Students using Flint independently for learning CS
5. How to get teachers to buy into using Flint

Slides from the presentation can be found here.

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Welcome and agenda • 00:00

• Sohan introduces the session and agenda.

Ice-breaker about news on Salesforce not hiring any Software Engineers in 2025 • 01:18

• An icebreaker is introduced to discuss AI's impact. The future of computer science education is explored.
• The future of computer science education is debated. The role of algorithmic thinking and creativity in teaching is highlighted.
• A shift in software engineering roles is discussed. The future software engineers are expected to be more like engineering managers.
• The role of educational tools like Flint is highlighted. Flint is seen as a resource for teaching coding and facilitating learning.
• The importance of foundational coding knowledge is emphasized. Students need to understand basic concepts to effectively use AI tools.
• Discussion on the impact of AI on engineering jobs. The potential for more startups due to increased productivity is highlighted.

Q1: What’s an example of a Flint activity that you tried with your students, and how did it go? • 17:31

• Julian Cochran shares specific examples of using Flint. A project involving a base converter program showcases student creativity.
• Matthew Davis emphasizes responsible AI usage in education. Clear guidelines are established for when students can use AI tools.
• Matthew Davis describes using Flint for debates about Edward Snowden. Students engage in ethical discussions using Flint.

Q2: How did you introduce Flint to your students? Did it replace a pre-existing part of your lesson? • 24:20

• Matthew Davis describes how Flint enabled him to quickly do engaging debates, which were formerly completely outside his wheelhouse as a teacher.
• Flint allowed Tim Hipp to diversify options for student learning by creating different kinds of activities for practicing coding. Flint was utilized for self-directed study in cybersecurity. Students receive tailored support and resources for their learning.
• Karen McKenzie describes using Flint to assist students in project development. The tool encourages critical thinking and problem-solving.

Q3: Have your students used Flint (or other AI tools) independently? • 30:30

• Students are increasingly using Flint independently. Teachers notice a rise in student-driven activities.
• Some students prefer ChatGPT over Flint to just get answers. Resistance to using Flint for meaningful learning is noted.

How have school leaders rolled out Flint? • 33:41

• Julian Cochran inquires about the systematic rollout of Flint. He seeks to understand faculty engagement with the platform.
• Karen McKenzie describes initially sharing Flint with department chairs who became "tech-superstars" and shared their progress with her and others, spreading word-of-mouth. It was a mix of top-down and grassroots adoption of Flint.

Tip for convincing students to use Flint for learning productively • 38:46

• Matthew Davis describes convincing students to use the Flint activities to study by saying he gave Flint the test.
• Tim Hipp adds a point on how Flint gives him more data on student engagement and effort.

Flint V5 updates relevant to Computer Science • 40:35

• A demo of Flint was conducted for department chairs. The implementation strategy was carefully planned to avoid overwhelming staff.
• Middle school teachers expressed disappointment over not receiving Flint sooner. The platform's usage has rapidly increased among various departments.
• A strategy involving AI tutors was discussed. The approach aims to engage students in a more effective learning process.

Session wrap up & upcoming Campfire Sessions • 48:56

• Sohan thanks the teachers who agreed to hop on and share their experiences.
• Sohan also shares about upcoming Campfire Sessions.

Asking advice for getting Computer Science and other departments to buy-in • 50:50

• Julian Cochran explains how he rolled Flint out at the department level.
• Julian also shares personal experiences with Flint. Time-saving benefits in grading and assignment design are highlighted.
• Tim Cooper emphasizes the importance of inclusivity in computer science education. The need to engage a diverse range of students is discussed. Emphasizing this to Computer Science teachers and showing how Flint can help students at all levels is suggested.