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Well, I am from IIIT - Bangalore and we were taught extremely well.We were taught both C and Python in our first semester. I'll talk about Python since that was where I learnt the most. (I knew C/C++ from CBSE Grade 12).We had a very ambitious and amazing professor for Python, who did not believe in spoon feeding us. He gave us some of the toughest assignments I have done.The focus of the course was programming and implementing algorithms; not the algorithms themselves. (We had a separate course on algorithms the next semester). So, we were taught the basic constructs like conditionals, loops, functions and data structures like lists and dictionaries.We were then taught algorithms for RSA encryption, Huffman compression and a naive task scheduler and asked to implement it. Like I said before, the emphasis was on learning the language and not the algorithms, so while we were taught the algorithms very well, we were also given pseudo-code.This really pushed us to learn the language very well, as opposed to implementing a few simple array manipulation programs like sorting. It did help that the professor gave us a template with the function names and calls telling us what each function had to do. We had to fill in the code for each function. What it also ensured was that students could not directly copy an entire implementation of any of these programs from the internet. The assignments were graded on both the number of test cases and the style of coding/quality of implementation. (Bonus marks for proper variable names and good programming practices.)Our exams were mostly practical with a few theory questions thrown in. For our mid-sem, we had to implement the Newton-Raphson method for finding roots for a polynomial and a simple document clustering algorithm (which used cosine clustering to group a bunch of text documents given as input depending on the words occurring in them and their frequency). Of course, we were given pseudo-code and allowed to use both a text book and the internet for help with syntax.Towards the end, we did briefly cover some functional aspects of Python like lambda, reduce, etc.The course was very hard and initially most people did not enjoy it. Most of us performed miserably in the mid-sem. This however changed by the end-sem exam, where everyone had improved considerably.More importantly, the majority of my class, who had not done programming before, could easily implement virtually every algorithm they could think of. We were not limited by our grasp of the language; but only by our ability to grasp the problem. Python also became the language of choice for all programming assignments in other courses.It should go without saying that I thoroughly enjoyed this course for challenging me to the extent it did.We also had a OOP focused programming course on C++ and Java. This was in the 4th semester and was also a pretty good course.TL;DR: At IIIT-B, very well.

★★★I'm an instructor who's used Moodle for the past 3 years with over 500 students. I have used extensively the online quizzes (question banks), assignments with online grading as well as minimal use of peer-grading.Strengths:The system is robust - I have never lost work, nor have my students complained of it. I've been using Moodle 2.x, now 2.9 as of this review.The system has a lot of features - you can probably get it to do a lot of things you might want.Quizzes, assignments, online (peer) grading, etc. provide value in my courses. Students for the most part enjoy the experience.Weaknesses:The instructor interface for different features is terribly inconsistent. Granting an extension to a student for a quiz is surprisingly different than doing it for an assignment. Throw in Moodle's use of Groups, Groupings, etc. and it's a nightmare of jargon, options, etc. There are no templates for quizzes based on use-cases, so you have to try a lot of things to see how they work. Once you get it the way you like it, create a hidden quiz and make copies of that one because starting from scratch is information overload.Editing questions (I have over 200) is complex. A 4-answer multiple choice can take up 4 screens in the web interface. Clicking and scrolling is no big deal at first, but becomes quickly tedious.Little support for efficient re-use of time-sensitive activities from one semester to the next (or in multiple offerings in the same semester). I use reading quizzes (more than 10 each course) whose timing depends on the timing of the seminars (students have to complete quizzes before coming to seminars). There is no support for bulk-resetting your quizzes given a new semester's schedule. You have to click, hundreds of times to reset all the open/close dates. Or you can bulk-edit by hand the XML file that you backed up of your course (which might be fewer clicks, if you're tech savvy).Accessing content stored in Moodle is not efficient for instructors or students -- too much clicking, even with drag-and-drop. I get around this by storing it on Google Drive or DropBox.There is no concept of a "Course Calendar" inside Moodle. Calendars only exist for users (e.g., students). It's not possible to integrate a course's activities into other calendars (e.g., Google).Question banks and sharing questions between instructors or courses is broken unless you (as an instructor) have administrator privileges. My university has deployed one Moodle instance for the 200+ instructors, so no chance to give us all admin privileges. If I want to create new categories or move questions in the shared part of the bank, I have to ask the administrator to do it. Not feasible and not well documented (or even understood by Moodle gurus).New Moodle development prioritizes new features for things like a mobile client for Moodle over fixing annoyances such as the ones described above. You can find feature requests in the Moodle tracker that have gone for years without being fixed. This is how open source works - someone has to be motivated to fix a problem, so many suggestions simply don't inspire anyone and remain unassigned.

Congratulations!Here is one big tip I wish I would have known going in- it could’ve avoided the disaster that was my first semester:Research what classes your major typically takes first semester and be liberal in changing it a bit- some of the first semester class templates are very unreasonable (for example, there is no reason why engineering majors need to take Calculus and Physics their first semester). They may say “Oh, well these classes are prereqs for a lot of things and you don’t want to be restricted later”- don’t listen to that.Make a schedule that doesn’t sound scary for your first semester. There are plenty more semesters for hard course load once you are already adjusted to college studying, as well as all the other variables of college life.But, regardless, even if first semester doesn’t go well- OSU does a really good job letting you know what you need to do to bounce back and provides a lot of resources for help.Get excited!!!