Algorithms and data structures, how to frame the world in terms of processes and problem complexity and how to approach problem solving in a range of ways (greedy, dynamic programming, linear programming), how to frame problem solving in ways a computer can understand (imperative, functional, and logic programming). Plenty of different elective topics you may learn about: cryptography, graph theory, natural language processing, machine learning, artificial intelligence, distributed computing, compression and entropy, interface design and human/computer interaction, graphics and image processing, robotics, artificial life, and so, so much more More on reddit.com

Things are changing now that we're heading into summer. There'll be a lot fewer sessions than normal and they'll typically be easier/beginner level. Most of what you'll see are students who need help with homework assignments that exercise basic programming concepts they're confused by - e.g., loops, if statements, variables, methods, classes. Be careful that you're not going too fast for students though - you'd be surprised how far they can get in their course without ever having grasped simple things like: int x = 5; int y = 7; x = y; System.out.println("x is " + x); // what do these print? System.out.println("y is " + y); Just yesterday I had a student working on their final project who couldn't answer this question! You'll almost never see C# students. I've had a grand total of maybe 4 or 5 over the whole past year. They all have similarly been working on very simple programs - mostly console apps, but two were making Windows Forms apps and were confused by how to make a button do something when clicked. I've never yet seen a student working with WPF or ASP.NET. C++, Python, and Java are all pretty popular though, particularly the latter two. When the Fall semester begins, you'll see a huge rush of students brand new to programming taking their first intro courses and can't figure out their first assignments. Some of these students aren't even tech literate - they'll have no concept of the distinction between program input vs. output for example. Very soon after that, you'll grow to utterly loathe both Southern New Hampshire University and Northern Virginia Community College, albeit for different reasons. SNHU's Python students don't actually code in a normal Python environment - rather they write all of their assignments through the online editor on zybooks.com. The input() command works completely different on zybooks than normal. Students have to provide all of the input up front in a textbox labeled "Program Input" on the webpage before they run their program. Python scripts running through zybooks cannot prompt the user for input on their own. However, SNHU's teachers don't seem to realize that and continue to assign projects where the programs have to display these input prompts. On top of that, zybooks uses an automated grader such that if the program's output doesn't match exactly - character for character, including whitespace - to what is expected the program will be flagged as incorrect. As for NVCC, the professors there are in love with Pseudocode (capital P). That is, they created a formal programming language that they call Pseudocode and force students to learn it before they've had exposure to any other programming language!. These will be classified as Java sessions. The entire semester-long introduction to programming course is taught entirely in this Pseudocode language and students will end up having to write some awfully complex programs in it, including those which exercise an understanding of object oriented design principles (i.e, classes and inheritance hierarchies). There is no interpreter for this Pseudocode language though. Students cannot run their programs, nor have they been exposed to any normal programming languages before. They're expected to just code up complex programs in Pseudocode and then I guess just hope they got it all right. It really is as bad as it sounds. Most of the students from normal schools though - at least after the tech illiterate ones have dropped their CS courses - are pretty reasonable to work with. Most of the time it's just reviewing what it means to create classes and objects. Sometimes its students who are just being introduced to methods, but don't fully grasp how variable scope works or how arguments/return values work. After a couple of examples most students pick it up pretty well. Other times, its students who know all the puzzle pieces of programming, but just can't quite figure out how to fit them all together in the right order to solve their problem. These are the easiest - just write in plain english some hints about what the program should do at what point, and students can often fill it in with code on their own. Toward the end of the Fall semester, you may start getting data structures & algorithms students working on some really fun projects. Binary search trees, linked lists, recursive algorithms, search algorithms (depth-first-search / breadth-first-search), things like that. These are my favorite (at least, when I get a good student - once in a while, you'll come across somebody and ask yourself "how the heck did you end up in a 300-level course when you still can't grok Hello, world!?"). These sorts of sessions are pretty rare. For Java, you'll want to be familiar with Swing. Students using it for their programs are not that common, but common enough. I also occasionally see Python students who need help with Numpy/Pandas/Matplotlib. I've been flagging these as out of scope, but they're becoming so common now I should probably learn those. I hope that about answers your question about what CS tutoring is like. More on reddit.com

You need to add more O Level subjects. Idk about China, but the UK needs at least 5-6 O Levels.

More on reddit.com

Linguistics, specifically semantics and syntax

More on reddit.com