“Online Education Works”: Ming Chow, Tufts Computer Science Professor

As a Tufts University online instructor since 2016, Tufts alum and School of Engineering faculty member Ming Chow has much to say about online education and the unique value of the Tufts online computer science programs. Chow has contributed to the evolution of online education within the School of Engineering as it has grown from offering a small suite of courses to delivering online certificate and online degree programs. 

Chow is an award-winning educator who emphasizes experiential learning and collaborative exercises that reinforce course material. He is an online education advocate, understanding the key role it plays in providing access to education for students with barriers and meeting the needs of diverse learners. This article explores Chow’s thoughts on online education and what sets the Tufts programs apart. It also includes his advice to prospective students. 

Can you introduce yourself?

Hello, I’m Ming Chow. I’m an associate teaching professor at Tufts, and my current subject area is security.

Tell us about the courses you teach in the program.

The only course I currently teach in the program is Introduction to Security. However, I also designed the Web Programming and Engineering course and codesigned the capstone project.

What do you think sets the Tufts programs apart from competitors?

When you take a course at Tufts, you interact with a real professor. Unlike most online programs that are asynchronous and lack personal interaction, our program features live synchronous classes. So, even though you are taking the course online, your teacher is a real Tufts faculty member. Online and in-person students get the same material from the same instructor. The main difference is that the online course meets once a week with a smaller group of about 20 students compared to 120 students in the in-person class.

How has the program evolved since being launched?

I started teaching online in 2016, despite many people telling me not to do it because it’s demanding. I fell in love with it because it aligned with how I’d been doing things for a while. For example, I tell my students that if they ask a question online, they usually get an answer within three hours, but it’s actually between 30 to 45 minutes because I’m at my computer often. This habit translates perfectly to online teaching.

I’ve been an advocate of online education because I know it works. From 2016 to 2018, we only had a small suite of courses. But when Covid forced schools to move online, we were ready. We had already planned to do an online program and just needed a few more elements. Now, our online program stands out by providing a solid technology and computer science foundation.

Can you share an example of any teaching strategy or method you find particularly effective?

In all my courses, you learn by doing. Students are encouraged to ask questions; they will get answers not just from me but also from other students. These interactions reinforce the material and help everyone learn.

We’ve heard about the caliber of online students at Tufts who are professionals working in the field. Can you share more about how their background shapes their learning experience?

The demographics of our online students are very different from those of undergraduates. They are professional and more mature, have a motivation for being in the program, and understand the learning expectations. What stands out about online students is their maturity.

What advice would you give prospective students thinking about choosing the programs here at Tufts, something that might help them decide or understand why this program is good for them?

I would tell them you will graduate with a solid foundation in technology and computing sciences. After completing the program, you’ll be able to learn things quickly, which will take you far. The ability to learn and adapt quickly is probably the most important skill, especially in a field that changes so rapidly.

How does the post-baccalaureate prepare students who want to enter the program from non-tech backgrounds? 

Many people are interested in computer science but don’t want to commit to all the requirements of a full degree program. The online Post-Baccalaureate Certificate in Computer Science allows students to take the fundamental courses without completing all the computer science major requirements. Many students begin to feel comfortable and enjoy the curriculum after taking foundational courses, such as Introduction to Computer Science, Data Structures, and Discrete Mathematics. After completing the program, students can choose whether they want to transition into the Tufts Master of Science in Computer Science program or get a job.

You’ve spoken about the importance of the foundational concepts and course work, especially in a constantly advancing field. Why does that foundation matter, and how does it empower graduates to grow throughout their careers? 

In computing and technology, we depend heavily on other people’s work, and things often go wrong. For example, imagine you’re building a complex piece of software and using a library that millions of people use. Then, you download an update to the package and your whole complex piece of software breaks. What happened? That’s the world that we live in now, and a big problem is no one knows what to do afterward.

This is where the foundational things matter. When you have a solid foundation, you can figure out what went wrong and, oftentimes, fix the problem yourself. You don’t even need to rely on that person’s work anymore. Sometimes simplicity is better, and to achieve that level of knowledge and simplicity, you’ve got to understand how things work. You can’t take it for granted.

How does your background and involvement in the broader tech community inform your teaching?

I wouldn’t be here right now if it weren’t for the community. If it weren’t for places like DEF CON, Wall of Sheep, and the Packet Hacking Village, I would not have the foundation and skills I have today. All sorts of people help expose this knowledge gap between the academic side of things and reality. One of the big reasons I’m still teaching here is to bridge that gap and give back. 

Communities are important. They create far more opportunities in life than you can ever imagine. I tell students about communities such as DEF CON so they know where to go next for further learning opportunities. Education will come and go, but communities can last a lifetime.

Is there anything that we didn’t touch on that you would want to speak to?

I’m grateful to be here in this online program. I’ve always been a proponent of online education because it breaks down barriers and gives people access to education they might not otherwise have. It opens up a lot more opportunities. I’m very grateful to be here and to have Marty Allen helping to run this program. As a Tufts alum, I will remember this experience for a lifetime.

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