Portland Community College

Portland, OR, United States

Portland Community College

Portland, OR, United States
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​​​​​Jewel Stockli, Real Estate Broker with Berkshire Hathaway HomeServices Northwest Real Estate, has joined The Expert Network©, an invitation-only service for distinguished professionals. Ms. Stockli has been chosen as a Distinguished Real Estate Professional™ based on peer reviews and ratings, dozens of recognitions, and accomplishments achieved throughout her career. Ms. Stockli outshines others in her field due to her numerous certifications and outstanding customer service. A native Oregonian, Ms. Stockli attended Portland Community College and studied home inspections and appraisals before beginning her career in real estate in 1997. In the years since, Ms. Stockli has earned numerous certifications, including a Negotiation Expert certification (CNE) and a Short Sales and Foreclosure Resource Designation. Ms. Stockli was recently awarded the 2017 Berkshire Hathaway President’s Circle Award, an honor only awarded to the top 4% of network members. With more than 10 years dedicated to real estate, Ms. Stockli brings a wealth of knowledge to her industry and, in particular, to her area of expertise, the residential real estate market of northeastern Oregon and southwestern Washington. When asked why she decided to pursue a career in real estate, Ms. Stockli said: "Before becoming a realtor, I studied home inspections and appraisals. But those weren’t quite right for me, and my customers saw a genuine presence, insight, knowledge, and my passion for the products I was selling. They would say 'Wow, you should be selling large ticket items, like cars, or RVs or something!' I had several people tell me that I should get my license and do sales instead, so that’s exactly what I did. I am here now with you to show you that I love what I do, and I hope it shows! I believe there is no better investment to truly gain wealth and to improve your life, than real estate! It is in my blood. My late father knew this well. He sold many homes, farms, and bare land, on contract. He had many holdings when he passed. Today, I am proud to carry on his legacy. Real estate is my life!" Ms. Stockli utilizes her familiarity with the Great Northwest to guide buyers, sellers, and investors every step of the real estate process, from initial consultation to the final closing and beyond. With her in-depth understanding of the local area, she serves clients across Northwest Oregon, including Brightwood, Cascade Locks, Colton, Gladstone, Government Camp, Portland, Sandy, and Welches. Ms. Stockli also offers clients above-and-beyond services including job loss protection, roof warranties, and the American Home Shield home warranty. Confident in the quality of her services, Ms. Stockli proudly offers a 'Quality Service Certified' guarantee, which allows clients to rate her services after each transaction and publish their review for others to see. Today, thanks to her client-focused approach, Ms. Stockli enjoys a loyal client base, and the majority of her current business comes from return clients and referrals. As a thought-leader in her field, Ms. Stockli equips herself with the best tools and technology to stay informed on developments within the industry and her market. Discussing the latest trends in Northwest Oregon, she noted: "I’m seeing an increase in online marketing, and resort type properties, second homes, and vacation rentals, retirement communities, things of that nature." The Expert Network© has written this news release with approval and/or contributions from Jewel Stockli. The Expert Network© is an invitation-only reputation management service that is dedicated to helping professionals stand out, network, and gain a competitive edge. The Expert Network selects a limited number of professionals based on their individual recognitions and history of personal excellence.


News Article | April 17, 2017
Site: www.prweb.com

The Community for Accredited Online Schools, a leading resource provider for higher education information, has announced the best online colleges and universities in Oregon for 2017. 12 four-year schools made the list, with Oregon State University, University of Oregon, Linfield College—McMinnville Campus, Willamette University and Western Oregon University taking the top five spots. Of the 9 two-year colleges that were also commended, Linn-Benton Community College, Chemeketa Community College, Klamath Community College, Mt. Hood Community College and Southwestern Oregon Community College were recognized as the top five schools. “Some students have scheduling or geographical limitations that prevent them from earning a degree in a traditional classroom setting,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “These Oregon schools address those problems by offering online programs that give all students access to high-quality, flexible learning options that suits their unique needs.” To earn a spot on the Community for Accredited Online Schools list, colleges and universities must be accredited, public or private not-for-profit institutions. Each college is also ranked based on data points such as the availability of financial aid, graduation rates, academic and student services and student/teacher ratios. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Oregon’s Best Online Four-Year Schools for 2017 include the following: Concordia University-Portland Corban University Eastern Oregon University Linfield College-McMinnville Campus Marylhurst University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University University of Oregon Western Oregon University Willamette University Oregon’s Best Online Two-Year Schools for 2017 include the following: Blue Mountain Community College Chemeketa Community College Clackamas Community College Klamath Community College Linn-Benton Community College Mt Hood Community College Portland Community College Southwestern Oregon Community College Tillamook Bay Community College About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.


News Article | April 17, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of Oregon’s best colleges and universities for 2017. Of the 22 four-year schools that made the list, Willamette University, Linfield College, University of Portland, Pacific University and Lewis & Clark College scored highest. Of the 16 two-year schools that were also included, Southwestern Oregon Community College, Clackamas Community College, Columbia Gorge Community College, Chemeketa Community College and Mt. Hood Community College were the top five schools. A full list of the 38 schools is included below. “The job market in Oregon is rallying, with unemployment recently dropping to a record low,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “The schools on our list have proven they provide the education and employment resources that translate into measurable student success after graduation.” To be included on Oregon’s “Best Colleges” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional metrics such as career and academic resources, annual alumni earnings 10 years after entering college, financial aid opportunities, student/teacher ratios, and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Oregon” list, visit: The Best Four-Year Colleges in Oregon for 2017 include: Concordia University-Portland Corban University Eastern Oregon University George Fox University Lewis & Clark College Linfield College-McMinnville Campus Marylhurst University Multnomah University Northwest Christian University Oregon Health & Science University Oregon Institute of Technology Oregon State University Pacific Northwest College of Art Pacific University Portland State University Reed College Southern Oregon University University of Oregon University of Portland Warner Pacific College Western Oregon University Willamette University Best Two-Year Colleges in Oregon for 2017 include: Blue Mountain Community College Central Oregon Community College Chemeketa Community College Clackamas Community College Clatsop Community College Columbia Gorge Community College Klamath Community College Lane Community College Linn-Benton Community College Mt Hood Community College Portland Community College Rogue Community College Southwestern Oregon Community College Tillamook Bay Community College Treasure Valley Community College Umpqua Community College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.


News Article | October 26, 2016
Site: www.eurekalert.org

The Department of Justice (DOJ) has announced grant program awards in excess of $700,000 will be given to Portland State University (PSU) in support of four campus law enforcement and community justice initiatives. The awards recognize and support the work of both law enforcement and universities in developing new and innovative ways of administering justice programs on and off campus. The funded programs vary in size, scope and subject matter. A $400,000 grant has been awarded by the DOJ Office on Violence Against Women (OVW) in support of a research partnership between PSU, the Center for Court Innovation, Multnomah County Family Court, and additional community partners. The goal of the project is to generate culturally responsive practices and policies related to procedural justice for survivors of domestic violence. "We're thrilled to be conducting one of the very first DOJ grant projects of this kind in the family court setting," said Anna Rockhill, a senior research associate at PSU's School of Social Work and co-principal investigator on the project. "We hope to deepen our understanding of the needs of a variety of different cultural and linguistic minority groups and turn those insights into concrete practice and policy recommendations." The DOJ Office of Sex Offender Sentencing, Monitoring, Apprehending, Registering, and Tracking (SMART) will give $250,000 to PSU to expand an initiative aimed at reducing sexual violence on college campuses. The additional award will augment a three-year $750,000 award received in 2015-2016 to develop a "situation-based" prevention approach to address campus sexual assault. In the first phase of the project, PSU College of Liberal Arts and Sciences psychology professor Keith L. Kaufman and co-investigator Sarah McMahon of Rutgers University will tailor Kaufman's four-step "Situational Prevention Approach" to help identify and address risk factors that can lead to sexual assault. Phase one sites include PSU, Rutgers, and Portland Community College. In the second phase, they will use the resulting implementation manual to guide five additional campuses' use of the approach and gather feedback to finalize it for national dissemination. The five phase two campuses are: Penn State University, Catholic University, Fairleigh Dickinson University, Northern Virginia Community College, and Linfield College. The new, supplemental award will allow for the inclusion of all five colleges and universities in the critical second phase of the development process. "Having more campus participants will allow us to strengthen the Campus Situational Prevention Approach to more fully realize its potential to address campus sexual assault," Kaufman said. The National Institute of Justice (NIJ), the Justice Department's lead research and evaluation organization, seeks to improve knowledge and understanding of crime and justice issues through science. NIJ has awarded PSU nearly $40,000 to support National Archive of Criminal Justice Data (NACJD) evaluation and analysis to help criminal justice agencies make informed decisions about the types of research programs they invest and participate in. Finally, the PSU Campus Public Safety Office will receive $20,000 as part of the Justice Department's Body-Worn Camera Program. Each year, the Justice Department offers hundreds of funding opportunities to support law enforcement and public safety activities in state, local and tribal jurisdictions; to assist victims of crime; to provide training and technical assistance; to conduct research; and to implement programs that improve the criminal, civil, and juvenile justice systems. To learn more about DOJ grant opportunities, please visit: http://www. . As Oregon's only urban public research university, Portland State offers tremendous opportunity to 29,000 students from all backgrounds. Our mission to "let knowledge serve the city" reflects our dedication to finding creative, sustainable solutions to local and global problems. Our location in the heart of Portland, one of America's most dynamic cities, gives our students unmatched access to career connections and an internationally acclaimed culture scene. U.S. News & World Report ranks us among the nation's top 10 most innovative universities. http://www.


News Article | March 2, 2017
Site: www.24-7pressrelease.com

BEAVERTON, OR, March 02, 2017-- Bettie Mitchell has been included in Marquis Who's Who. As in all Marquis Who's Who biographical volumes, individuals profiled are selected on the basis of current reference value. Factors such as position, noteworthy accomplishments, visibility, and prominence in a field are all taken into account during the selection process.After spending over 19 years as an elementary school teacher, Ms. Mitchell earned a B.S. in Education from Lewis & Clark College in 1954. She later received a Master's degree in Religion from Warner Pacific College in 1979. She served as a Biblical Instructor at Portland Community College, Adult Education, from 1974 to 1992, and a teacher at Christian Renewal Center Workshops from 1977 to 2002. Ms. Mitchell founded and served as CEO of Good Samaritan Ministries, (1979-2009) a non-profit 501(c)(3) organization that offers counseling, development, healing, encouragement, and empowerment services to those who seek it. She retired in 2009.Guided by faith, Ms. Mitchell's presence in the world of religious education has been quite impressive. In addition to being a speaker and presenter, she led 24 tours in Israel and Palestine. In addition, she led tours in Jordan, Lebanon, Syria, Turkey, Egypt, Greece, Poland, Italy, Japan and mainland China. Good Samaritan Ministries helped develop counselor education programs in Africa, Asia and Middle Eastern countries. Each country has national directors and local centers. Ms. Mitchell visited 55 countries and all 50 states to head the international development of Good Samaritan Ministries. By 2009, the non-profit had worked in 38 countries and were educating 10,000 children annually in multiple countries.International education is a core value of Good Samaritan Ministries. They have annually educated between 5,000 and 10,000 children from nursery through university. Orphanages and feeding programs have been provided in several countries.Ms. Mitchell also founded two non profits in the Holy Land: Al Sadiq Al Taieb (ASTA). The program includes education and prevention in all of the schools and a Drug and Alcohol In-Patient Treatment Program. It is inclusive to all living in Israel.The second non-profit is Rose of Jerusalem. It is an education program to mainstream severely handicapped children and provides extensive therapy and training for the children. The program services five towns in the West Bank in Bethany, East Jerusalem.Ms. Mitchell has authored books on religion's role in marriage and love towards neighbors. These works include "Who Is My Neighbor? A Parable", "From the Bush to the Roots: The Story of a Good Samaritan in Africa", a five-book children series, "To Know Jesus", an autobiography "Something Worth Saving: The Power of Conflict and Sacrifice: A Therapy Manual for Christian Marriage", and "Be Still and Listen to His Voice: The Story of Prayer and Faith", among others. The mother of four has also had been a campfire leader for 10 years; the assistant director of Washington County Civil Defense; a member of the board directors for Beaverton Fish; the vice president of the local National Conference of Christians and Jews; the chairman of the speaker's bureau for the Near East Task Force for Israel; a Sunday school teacher, speaker, and organizer for the Sharing and Caring program at Bethel Church; and the chairman of both Beaverton's fire bond issue and manager of a mayoral campaign.She was presented with the NCC and Shalom Oregon's Richard Hughes Memorial Award on May 9, 1984 by Rabbi Stampfer at Neveh Shalom Synagogue. The plaque reads, "Inspired Teacher of Word of God."Ms. Mitchell has been included in the 51st through 53rd, 55th, 57th, 58th, and 63rd editions of Who's Who in America, the 25th and 27th editions of Who's Who in the West, the 17th, 20th, and the 21st editions of Who's Who in the World, and the 19th through 22nd and the 24th through 28th editions of Who's Who of American Women.She also completed postgraduate work at Portland State University in 1972 and a Masters of Religion, summa cum laude, from Warner Pacific College in 1979.KEY TESTIMONY: I HAVE BEEN TO IRAQ TWICE: In 1976 I took an archaeological tour of Iraq with Dr. Joan Oates of Cambridge University. I was personally studying Biblical archeological sites. We went to Mosul, where the remains of Biblical Nineveh could be seen. I climbed the walls of ancient Nineveh, which were 12 kilometers long. There were children on top of the walls playing. The Lord spoke to me clearly "Do you see these children?" I said "Yes, Lord." He said, "Here are the children. Where are the Teachers? Go Home and Quit your Public Education Teaching and Teach Nothing But My Kingdom!" I replied, "My Husband Will Never Agree." He said, "I Will Take Care of That." I said, "All Right I Will Do It."Three days later I was at Irbil, a city 8,000 years old. In a pile of ruins from a building being destroyed stood a little child about three or four years old. She had a small sack in her hand looking for something worth saving. The Lord spoke to me a second time. He said, "When I look at the world, this is what I see. They are like this child, but in all of the debris of history they no longer know what is important. This is who you will teach."Two days later I stood on the Tel of ancient Ur. The Lord spoke to me a third and final time. He said, "Every thought in your brain is negative and judgemental." I said, "I agree." He told me to take each thought to him and ask me what His thought was, and by doing this He would change my mind." I did this for the next five years and I was never right once.About Marquis Who's Who :Since 1899, when A. N. Marquis printed the First Edition of Who's Who in America , Marquis Who's Who has chronicled the lives of the most accomplished individuals and innovators from every significant field of endeavor, including politics, business, medicine, law, education, art, religion and entertainment. Today, Who's Who in America remains an essential biographical source for thousands of researchers, journalists, librarians and executive search firms around the world. Marquis publications may be visited at the official Marquis Who's Who website at www.marquiswhoswho.com


News Article | February 15, 2017
Site: www.prweb.com

APCON, a leading provider of intelligent network monitoring and security solutions, today announced that Portland Community College (PCC) has selected APCON’s IntellaStore II network monitoring solution to enhance security and vulnerability analysis throughout the college’s central data center and network core locations. According to Scot Brooks, network engineer for PCC, the APCON solution was chosen as part of a network visibility and security initiative. The project is aimed at complementing a recent redesign of PCC’s network. The IntellaStore II was selected based on its unique ability to introduce the highest level of data visibility throughout the network and maintain compatibility with the latest security and network management tools PCC has selected to incorporate into its network architecture. The IntellaStore II’s packet capture and store functionality provides additional capability, enabling troubleshooting across PCC’s monitoring deployment. “Businesses with multiple locations appreciate the convenience of an all-in-one monitoring appliance such as IntellaStore II,” said Richard Rauch, president and CEO of APCON. “For Portland Community College, a big factor was the ability of IntellaStore II to capture network traffic from across the network and aggregate, filter, groom, and send the data to the preferred analysis tools.” Brooks said PCC also has appreciated the level of service provided by APCON’s Professional Services Team throughout the transition. “They are extremely responsive to our needs and are quick to answer whenever we need it,” Brooks said. IntellaStore II is a complete network visibility solution for midsize data centers and remote locations, combining APCON's world class data monitoring switch with integrated traffic capture for analysis. Network engineers can monitor data center networks plus analyze traffic and application performance all within a single solution, reducing costs and improving problem resolution. To learn how network visibility enhances security, join the APCON team at this year’s RSA Conference at booth #S519. APCON will be demonstrating its family of IntellaStore all-in-one network monitoring appliances. Any media representative who wants to schedule a product demonstration may contact the APCON public relations team at 503-682-4050. About APCON For more than 20 years, APCON has consistently delivered smart, stable and scalable technology solutions that provide an unparalleled level of confidence to service providers and businesses seeking total data center visibility and security. Its customers range from midsize companies to Fortune 1000 enterprises in more than 40 countries. APCON assures superior network monitoring while supporting traffic analysis and streamlined network management and security. For more information, visit http://www.apcon.com or follow us on Twitter @apcon.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 599.38K | Year: 2012

This project provides 54 two-year scholarships for students enrolled in Civil/Mechanical Engineering Technology, Electronic Engineering Technology, Machine Manufacturing Engineering Technology, and Microelectronics at Portland Community College (PCC). Scholarships are awarded based on academic achievement, financial need, and interest in technology fields. Student support strategies include faculty mentoring, tutoring services, cohort activities, and others. Scholars receive assistance in pursuing technology careers or seeking four-year degrees. New approaches to recruiting students into technology programs are used, specifically targeting Hispanics. A Math Visits Recruitment Program introduces students to technology programs and careers through classroom presentations. High school students interested in robotics receive free tuition to attend introductory machine manufacturing courses, gaining college credit, hands-on experience, and exposure to the S-STEM program. The proposed project strengthens connections among PCC, local high schools, four-year colleges, and technology industries. It has a direct impact on the Portland Metro area by increasing the number of women and underrepresented minorities in technology industries and creating positive role models for these populations. New partnerships with Upward Bound and Talent Search enhance recruitment strategies. Additionally, effective partnerships with technology industries increase experiential learning opportunities. Outcomes from these strategies inform the broader higher education community on effective means of attracting and engaging students in technology programs and careers.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 879.34K | Year: 2016

This project at the Rock Creek campus of Portland Community College (PCC) in Oregon, entitled Mentoring in Manufacturing Technology (MeMT), is designed to address the important national issue of increasing educational opportunities for low-income, academically talented science, technology, engineering, and mathematics (STEM) students by providing scholarships and strong curricular and co-curricular support. The project will focus on recruitment and retention strategies that have proven successful in increasing the number of females and underrepresented minorities in STEM careers and will add to the knowledge base of what works in recruitment and retention strategies, for whom, and in what circumstances. In addition, the project will research the extent to which embedding mathematical strategies into targeted gateway courses enables students to better understand the engineering mathematics in later engineering technology courses and programs and the effectiveness of a formal mentoring program upon retention of scholars to graduation. The project has two connecting strategies for broadening impact: 1) to evaluate the effectiveness of activities that lower barriers to participation for females and other underrepresented students in STEM fields, and 2) to implement and sustain evidence-based practices that have an impact on recruitment, retention and degree completion of underrepresented groups in STEM fields and to share the practices that had the greatest impact and would benefit other institutions.

A total of 80 one-year scholarships will be awarded to students enrolled in Microelectronics Technology, Solar Voltaic Manufacturing Technology, and Automated Manufacturing Technology, and eight one-year scholarships for scholars transferring to Oregon Institute of Technology seeking a baccalaureate degree in Electronics Engineering Technology, Electrical Engineering, and Manufacturing Engineering Technology. The overall objectives of the MeMT program are to 1) increase the percentage of females enrolled in targeted engineering technology programs from 18% to 25% over five years; 2) increase the percentage of minorities enrolled in targeted engineering technology programs from 25% to 35% over five years; 3) retain 90% of scholars to completion of an associate degree; 4) ensure that 90% of graduating scholars will be employed in a position related to their degree/major or enrolled at Oregon Institute of Technology; and 5) increase the retention rate of students in targeted entry-level courses. The MeMT project will implement and test a student mentoring program based on scholar, faculty and alumni/industry participation that is being adapted from materials developed by the University of Maryland, Baltimore County Center for their Women in Technology program along with the ENGAGE Faculty-Student Interactions. A STEM Camp and two STEM workshops each year will be offered and will be open to high school seniors, with marketing and recruitment focusing on minorities and women. A cohort-building structure will be put into place where scholars will be scheduled within the same classes where possible. One-on-one intrusive academic advising will be required for scholars, as will small-group and individual tutoring for those who need additional assistance. NSF-funded initiatives that include the Institute for Women in Trades, Technology, and Science (IWITTS) and ENGAGE Engineering will be adapted to assist in recruiting and retaining females and underrepresented minorities into the three targeted programs. Faculty members will receive training for incorporating these strategies into activities and curriculum. Everyday Examples in Engineering, Spatial Visualization Skills, and concept-based formulas, graphs, and other representations will be incorporated into classes that prepare students to solve mathematics problems in gateway engineering courses.


Grant
Agency: NSF | Branch: Continuing grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 1.12M | Year: 2011

The High Performance Design, Build and Operations (HP-DBO) project is to supply regional building related industries with workers who are skilled in sustainable development particularly for the conditions in the Pacific Northwest. The project builds on previous activities to provide professional development to faculty and teachers in fields such as architectural drafting and design, building construction technology, building maintenance technology, energy management and landscape technology in the Pacific Northwest on sustainable development. Regional businesses in these fields have already identified the need for workers educated in sustainable technologies, which minimizes impact on ecosystems and maximizes resource efficiency. The Summer Sustainability Institutes introduce 60 instructors annually to broad concepts, theories and issues central to sustainable design, building and operations so that they can incorporate them into their courses. Activities to help instructors address the needs of underrepresented minorities will be provided. Fourteen instructors participate in funded externships with regional industry. Sustainability-related educational materials and videos are developed and disseminated through a website. Scholarships are provided to increase the diversity of students in the program. An evaluation measures the extent to which the activities lead to the goal.


News Article | January 11, 2016
Site: motherboard.vice.com

Last weekend I incurred the understandable wrath of many a programmer by suggesting that new coders learn coding "the hard way" via the C programming language rather than the language most of the universe wants them to learn, which is JavaScript. While a lot of readers wrote in to say that I was full of shit, I've also been getting a steady stream of emails asking: How do I learn C? Read more: Know Your Language: C Rules Everything Around Me Good question! Given the completely overwhelming glut of online learn-to-code classes, it's not always obvious. I'll try to give some answers below. I started studying computer science at Portland Community College. My instructors were enthusiastic, interested in my success (as an individual), and almost all of them came from the software engineering industry. This is where I learned C. Results may vary, of course, but your local community college is worth investigating. My classes were next to free and were designed to be foundations for later CS learning. I wouldn't have done it any other way. This is Harvard University's Introduction to Computer Science and, in addition to the edX verified certificate ($90), there's a for-credit variation. Looking through the syllabus and reviews, this course isn't fucking around. Effort-wise, the CS50 packs in nine problem sets with each one requiring 10 to 20 hours of work, and a final project. If that seems like a lot (it shouldn't), it’s because the course covers a lot. It starts with C and basic computer science stuff (algorithms, data structures, computer organization), but progresses into more on-the-ground topics like security, web development, and even artificial intelligence. C isn't the only language taught here either, and by the end you'll have a rough understanding of web and database languages too (HTML, JavaScript, SQL). So, yes, there is an actual C course that's just called Learn C the Hard Way. It would seem to live up to its name, offering a series of 52 exercises covering a vast field of knowledge from basic stuff like loops and control structures to designing your own TCP/IP client. It's meant for professionals relearning the C language, programmers experienced in other languages (especially a C-based language like C#), and anyone else who "likes a challenge." There are no cut corners here, and, given that's why we're learning C in the first place, this might be your best bet. This is from the LCTHW introduction, to give some idea: "Our computer and the Operating System controlling it are the real tricksters. They conspire to hide their true inner workings from you so that you can never really know what is going on. The C programming language's only failing is giving you access to what is really there, and telling you the cold hard raw truth. C gives you the red pill. C pulls the curtain back to show you the wizard. C is truth." The tiny computers powering the things of the Internet of Things and the clever machines of the Maker movement are largely programmed in C. For example, the "Arduino language" in reality is a more user-friendly wrapper above the C language—an additional layer of abstraction. Arduino boards and their more utilitarian kin are what have historically been known as embedded systems or real-time systems. Because they come with limited computing resources (especially memory), they rely on carefully optimized software with the capability of directly controlling computing hardware at low-levels. As much abstraction as possible must be peeled away and this is what the C language and the suite of language extensions known as Embedded C offer. So, build a robot or something. Eventually, you just won't have a choice but to learn C. C was invented to implement the Unix operating system in the 1970s and, while C has become a cross-platform force of nature, it remains tightly bound to Unix. C allows engineers under-the-hood operating system access in ways that can add up to very powerful programs. There's really no way to understand Unix (and operating systems generally) without understanding C, and you could probably argue the inverse as well. There are a billion other ways to learn C, of course, whether it's via other online classes or more self-directed approaches. The C for Dummies book gets a surprising amount of love, while CProgramming.com is both a standard reference and a good storehouse of tutorials. The C Programming Language, often known just as the "K&R," remains the language's bible even four decades after its first publication. The best way to learn something is to just do it. You can read and watch videos all day and all night but it won't make much difference if you're not down in the shit yourself writing code. This is probably the best advice I can give about learning C or any other language.

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