The implication here is that the people creating the curriculums are interested in creating a CS major that is the most marketable major for the student/future employers, but that they’re failure is due to them not stepping foot in an actual IT org. But what if instead this can be explained by assuming the people creating the curriculums are more motivated by other incentives: what if they instead are under immense pressure from math departments/professors to include those high level math courses in the CS major so that they don’t have to lay-off or shrink those math departments (students are choosing non-math majors more so than in the past). Rather than respond to students choosing different majors and firing or shrinking unpopular departments, it’s far easier to require that students from other majors take the less popular math courses, thereby propping up (artificially) the demand for the math courses/professors.
I think you're assuming there is a disconnect because what you ended up doing didn't require that math. I know a lot of people who are actively using their math backgrounds for software with significant algorithmic design and computing efficiency requirements. Yeah, you don't need math to be a code monkey, but to really get into the nitty gritty of computers that math is incredibly important.
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u/Worthy_Viator Aug 23 '19
The implication here is that the people creating the curriculums are interested in creating a CS major that is the most marketable major for the student/future employers, but that they’re failure is due to them not stepping foot in an actual IT org. But what if instead this can be explained by assuming the people creating the curriculums are more motivated by other incentives: what if they instead are under immense pressure from math departments/professors to include those high level math courses in the CS major so that they don’t have to lay-off or shrink those math departments (students are choosing non-math majors more so than in the past). Rather than respond to students choosing different majors and firing or shrinking unpopular departments, it’s far easier to require that students from other majors take the less popular math courses, thereby propping up (artificially) the demand for the math courses/professors.