NetNews Usenet Archive 1992 #18/NN_1992_18.iso/spool/comp/edu/1278

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From: [e-mail] (Rod Oldehoeft)
Newsgroups: comp.edu
Subject: Re: Colleges Need to Fix the Bugs in Computer-Science Courses
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Date: 13 Aug 92 21:47:54 GMT
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Sorry if I joined this thread late.

I doubt that my response will be printed, but this is the letter I sent
shortly after the original piece was run in the Chronicle:
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Computer Science Department
Colorado State University
Fort Collins, CO  80523
July 16, 1992

Letters to the Editor
Chronicle of Higher Education
1255 23rd Street N.W.
Washington, D.C.  20037

To the Editor:

Nathaniel Borenstein's essay (``Colleges Need to Fix the Bugs in
Computer-Science Courses'') seems to spring from the myth that computer
science is embodied in writing code in a particular programming language.
Conclusions such as his arise from this myth.  Here are four points in
rebuttal:

First, university instruction in computer science must prepare graduates for
careers that demand continual updating of skills.  Knowledge of theory is
valuable for continuing to learn efficiently.  As examples, acquiring a new
programming language is much easier if one knows a little formal language
theory, and knowing how to analyze the efficiency of an algorithm is needed
to evaluate a new one.  A modest knowledge of theory is even required to know
where to look for ``canned'' solutions, and to understand them when found.
Today's theory rapidly evolves into tomorrow's practice; a ``trade school''
approach would do our customers a disservice.

Second, while our program requires two ``theory'' courses in discrete
mathematics and elementary foundations, they are only one-sixth of the
minimum number of courses with a CS prefix that majors must take here.
Other courses cover machine organization and architecture, (applied) data
structures, programming language principles, operating systems, and
software engineering, followed by electives chosen among subjects such
as graphics, database systems, data communications, artificial intelligence,
or a group senior project.  Even the two ``theory'' courses mentioned above
are sprinkled with applications to help students understand the value of
abstract concepts.  Our program is typical in its balance between theory
and practice.

Third, our curriculum is designed with the collaboration of an Industrial
Advisory Committee to whom we are responsive.  Instead of asking us to
remove theoretical subjects, they have approved them and also stressed the
importance of group work along with oral and written communication skills.
Our committee members know that computing professionals need a wide range
of talents to be successful, and theoretical concepts continue to be an
important component.

Last, a national committee comprising both industial and academic members
has recently published new curricular guidelines.  Our program subscribes
to these guidelines, and so differs significantly from the curriculum Mr.
Borenstein would like to see.

Yours sincerely,

R. R. Oldehoeft
Professor and Chair

--
|--------------------------------------------------------------|
| Rod Oldehoeft                    Email: [e-mail] |
| Computer Science Department      Voice: 303/491-5792         |
| Colorado State University        Fax:   [phone]         |
| Fort Collins, CO  80523                                      |
|--------------------------------------------------------------|
| Three outstanding attitudes---obliviousness to the growing   |
| disaffection of constituents, primacy of self-aggrandizement,|
| and the illusion of invulnerable status---are persistent     |
| aspects of folly.   ---Barbara Tuchman, "The March of Folly" |
|--------------------------------------------------------------|