Lowering the Coding Barrier

Catch the Vibe

UMSI’s SI 211 introduces an accessible, AI-assisted approach that helps students build software by focusing on problem-solving, design, and outcomes rather than syntax alone.

In the halls of the University of Michigan School of Information, a pedagogical revolution is taking place that doesn’t require mastery of high level math or hundreds of hours memorizing semicolons. It’s called SI 211: Coding without Coding, a course taught by Professor Paul Resnick that is challenging the traditional barriers to software development.

The course centers on a burgeoning concept known as "vibe coding." While the term sounds informal, it represents a fundamental shift in how humans interact with large language models to create software. 

"The predominant model used to be autocomplete," Resnick explains. "You’d type a comment, and it would generate three lines of code. But with vibe coding, you don't look at the code. You give it higher-level tasks, see if it behaves the way you want, and if the 'vibe' is right, you accept the changes."

Resnick compares it to walking into a party. You don't analyze the thread count of the curtains or the exact decibel level of the music to decide if you’re having a good time. You simply sense the atmosphere. In SI 211, students are the hosts of the party, directing an AI "agent" to set the stage while they focus on the experience, the logic, the design, and the ultimate utility of the software.

The results have been nothing short of transformative. Traditionally, introductory coding classes are highly scripted. If a student gets stuck on step one, they can’t move to step two. In SI 211, the AI agent serves as a 24/7 instructional aide.

"I’ve taught intro classes for ten years," says Resnick. "Usually, students are very dependent. But in this class, they learned independence." He recalls a pivotal moment in late November when a student, who had been struggling with a project, declined a scheduled Zoom help session because he had simply conversed with the copilot and "unstuck" himself. "To see that level of independence in a second-semester SI student who didn't even like programming in their first class? That’s the real positive," says Resnick.

The projects coming out of the class prove that "no-code" doesn't mean "low-impact." One student, inspired by the classic game Colossal Cave Adventure, built a web-based Hexagram Explorer, adding complex graphic user interface features that went far beyond the original text-based assignment. Another student automated a tedious manual task from a previous internship: a real estate web scraper. 

As software becomes cheaper and faster to produce, the implications for the job market are significant. The industry is shifting away from massive, "one-size-fits-all" platforms toward custom, "quick and dirty" tools built for small groups. This is where UMSI students excel. "We’ve always said there’s value in being a bridge person," Resnick says. "But now, the generalist can do all kinds of things—not just talk to people who do it, but build it themselves."

For students who fear they aren't "math people," Resnick’s message is clear: the reward-to-cost ratio has changed. You no longer have to do "push-ups" for eight months before you get to play the sport. In SI 211, you’re playing in week two.