A recent article written by Dr. Robert B.K. Dewar and Dr. Edmond Schonberg (both from AdaCore Inc.) is generating some discussion on the state of Computer Science (CS) education in the United States. In “Computer Science Education: Where Are the Software Engineers of Tomorrow?“, Dewar and Schonberg claim that U.S. universities are training unqualified and easily replaceable programmers.
“It is our view that Computer Science (CS) education is neglecting basic skills, in particular in the areas of programming and formal methods. We consider that the general adoption of Java as a first programming language is in part responsible for this decline. We examine briefly the set of programming skills that should be part of every software professional’s repertoire.”
The comment about Java’s adoption annoyed some Java aficionados, but in a recent interview, Robert Dewar adds that the problem goes far beyond the choice of Java as the first programming language. The real problem is that CS programs are being dumbed down, so that they become more accessible and popular. In result, they “are not rigorous enough and don’t promote in-depth thinking and problem solving”.
“A lot of it is, ‘Let’s make this all more fun.’ You know, ‘Math is not fun, let’s reduce math requirements. Algorithms are not fun, let’s get rid of them. Ewww – graphic libraries, they’re fun. Let’s have people mess with libraries. And [forget] all this business about ‘command line’ – we’ll have people use nice visual interfaces where they can point and click and do fancy graphic stuff and have fun.”
Although the paper is concerned with the American reality, I believe we have the same problem in Europe — at least, and as far as I know, in the UK and in Portugal. However, in my opinion, the problem starts before university. The maths’s programs in secondary schools are also being simplified (or dumbed down, if you prefer) and many important concepts, like logic and proofs, are being ignored.
In result, first-year students usually have a poor background on maths and problem solving. In fact, most of them have never seen a proof and don’t even understand the importance of mathematical reasoning. With poor reasoning abilities, they become intellectually less curious, accepting things as they are presented, and they have tremendous difficulties creating new algorithms, or convincing someone that their own algorithms are correct.
Moreover, once they are in the university, one of two things happens:
- they are not taught explicitly how to solve problems or how to derive algorithms from their formal specifications (this is the most common case);
- or they are taught the above skills but their poor background doesn’t allow them to fully appreciate these subjects.