When Educators Become Learners: Reflections from an Intercollegiate Leetcode Challenge at SNS Institutions

Standing as a proctor for the Intercollegiate Faculty LeetCode Challenge at SNS Institutions was an experience that went far beyond supervision—it was a front-row seat to passion, perseverance, and the evolving spirit of educators embracing technology.

From the moment the event began, there was a distinct energy in the room. Faculty members from various colleges, each with diverse backgrounds and levels of coding experience, gathered not as competitors alone, but as learners willing to challenge themselves. Unlike student competitions where enthusiasm is expected, what stood out here was the determination of educators stepping out of their comfort zones and into a highly dynamic, problem-solving environment.

As a proctor, my role involved monitoring the session, ensuring fairness, and assisting with any technical concerns. But what truly captured my attention was the intense focus on every participant’s face. Some approached the problems with confidence and speed, swiftly navigating through algorithms and logic. Others took a more measured approach, carefully analyzing each question, discussing strategies quietly, and learning as they progressed. It was a reminder that learning never stops, regardless of one’s position or experience.

One of the most inspiring aspects was the collaboration beyond competition. Even within a timed challenge, there was a sense of mutual respect among participants. Faculty members exchanged smiles, encouraged one another, and appreciated good solutions. It reflected a healthy academic culture—one that values growth over mere results.

The diversity in performance was equally fascinating. A few participants demonstrated exceptional coding fluency, solving complex problems efficiently. Meanwhile, others showcased resilience—persisting through challenges, debugging tirelessly, and refusing to give up. In many ways, these efforts were just as commendable as the top scores.

By the end of the session, the room transformed. The initial tension gave way to conversations, reflections, and shared experiences. Many participants expressed how the challenge pushed them to revisit concepts, learn new techniques, and rethink their teaching approaches. It was evident that the impact of this event would extend into their classrooms, influencing countless students.

Being part of this event as a proctor gave me a deeper appreciation for the commitment educators have toward continuous learning. It reinforced a powerful idea: great teachers are not just those who teach well, but those who constantly strive to learn better.

This challenge was not just about coding—it was about mindset, adaptability, and the courage to grow.

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