Back to Resource Topics
By Subject Area: Mathematics
, By Subject Area: Technology
, Educational Options: Distance Learning
, Grade Level: College
, Grade Level: High School
, Grade Level: Middle School
||eIMACS - e-Institute for Mathematics and Computer Science
||Institute for Mathematics and Computer Science
||eIMACS, the distance learning division of the Institute for Mathematics & Computer Science (IMACS), is dedicated to delivering the highest quality interactive math and computer science classes for gifted and talented secondary school students. University-level, online courses include Advanced Mathematical Logic, University Computer Science, AP Computer Science, and Test Prep for the AP Computer Science and AP Calculus exams. eIMACS is based in Plantation, Florida, and serves students from across the US and around the world, including homeschoolers, students without access to AP Computer Science, and students who want to study advanced math and computer science at their own pace. For high school level courses for talented middle school-aged children, consider Elements of Mathematics: Foundations (EMF).
||Contributed by: Student on 8/21/2014
I took this course because I heard that Computer Science is the future, and that programming is the most important skill I could acquire. However, I always thought that it was not my type of thing and that it would be too difficult for me. Eimacs gave me an amazing experience where I not only learned an extraordinary amount, but i grew to really enjoy it also. At any point when I was stuck on a question, (it could be 11 o'clock at night on a Tuesday) I would send the teacher a message and he would give me a detailed response usually within 10 minutes. I cannot say enough about this program and highly recommend it to anyone who is interested in learning computer science.
Contributed by: Parent on 8/21/2014
My son took IMACS University Computer Science I as his first computer course in high school. He is now majoring in computer engineering and enjoying internship as a software developer. My son appreciated learning a radically different language like Scheme early on. He said:
"Different languages have different paradigms. It was nice to understand that not all languages approach problems in fundamentally the same way."
His approach to learning Chinese from me reflected just that. He is not satisfied with just memorization, but continuously probes about its underlying structure and usage in ways that never occurred to me which makes learning a great discovery process. He appreciated the course for its good scope, good pace, and good introduction to computer science. Thank you Mr Terry Kaufman for providing a great balance of support and challenge. My son enjoyed the course because the learning process was much like puzzle solving. If I could go back in time, I would have enrolled him in additional IMACS courses earlier on.
Contributed by: Parent on 7/8/2014
My daughter started taking eIMACS three years ago with the first logic course and has loved them since she started; this year she chose to take two courses! From the beginning the courses have not only challenged her, but kept her interested and excited to learn new things. I have been impressed with the concepts she is learning and by the amount of academic maturity the courses have drawn out of her. What she would tell you is that the first course she took with eIMACS made her like math again! The courses require a lot of effort, but the amount of learning that takes place is worth that effort. My daughter loves that the classes do not talk down to her or try to disguise learning as a game; they treat the student as someone who is competent and intelligent and willing to work. In addition, her teachers have been very responsive to her questions and quick to grade assignments. They have been only positive and encouraging toward her, taking an interest in her as an individual. For us, these classes have been a wonderful find!
The appearance of any information in the Davidson Institute's Database does not imply an endorsement by, or any affiliation with, the Davidson Institute. All information presented is for informational purposes only and is solely the opinion of and the responsibility of the author. Although reasonable effort is made to present accurate information, the Davidson Institute makes no guarantees of any kind, including as to accuracy or completeness. Use of such information is at the sole risk of the reader.