{"id":38687,"date":"2017-04-28T12:07:11","date_gmt":"2017-04-28T19:07:11","guid":{"rendered":"http:\/\/world.edu\/?p=38687"},"modified":"2017-04-28T12:07:11","modified_gmt":"2017-04-28T19:07:11","slug":"higher-ed-cant-handle-comp-sci-demandwhy","status":"publish","type":"post","link":"https:\/\/world.edu\/higher-ed-cant-handle-comp-sci-demandwhy\/","title":{"rendered":"Higher Ed can\u2019t handle Comp Sci demand\u2026why?"},"content":{"rendered":"

\"compsci\"<\/a><\/p>\n

 <\/p>\n

Even a casual inspection of the want ads reveals incredible job demand for people with skill with computers. Alternatively, the cost of hiring someone to fix your computer when there\u2019s a problem reveals that there\u2019s clearly a shortage of people that know what they\u2019re doing with computers. Daily experience with computers would be certain to create quite a few people curious to know what makes that $1,000 chunk of plastic, glass, and metal tick as well.<\/p>\n

The entire modern world runs on computers, and has for a generation now\u2026surely the folks running higher ed, with their fancy advanced degrees in Vision and Leadership, knew there\u2019d be a big demand for knowledge of computers, right? Since they had to have seen it coming, higher ed should be well prepared for the increased demand based on all the obvious factors I\u2019ve identified.<\/p>\n

Not a chance:<\/p>\n

The Phenomenal Growth of CS Majors Since 2006<\/em><\/a><\/p>\n

–CS is short for \u201cComputer Science,\u201d and the number of majors has nearly quadrupled in the last 10 years. That\u2019s the majors, the non-major students interested in such courses has at least tripled. I\u2019ll be addressing other aspects of the report, below.<\/em><\/p>\n

I was a computer science major, myself. I changed after taking semester after semester of courses based on dead languages (Fortran, Lisp, and a few others I\u2019ve long forgotten), deciding instead to learn something relatively permanent like mathematics. Hey, higher education is slow to adapt with the times.<\/p>\n

Admin: \u201cSay, didn\u2019t you take some computer science courses?\u201d
\nMe: \u201cSure.\u201d<\/em><\/p>\n

Admin: \u201cWe need someone qualified to teach the computer science courses, and we can\u2019t hire anyone willing to work for what we\u2019re paying\u2026\u201d<\/em><\/p>\n

—for years, my fake community college struggled to find someone both competent to teach and qualified to teach the Mickey Mouse courses for a computer science program so feeble that our school wouldn\u2019t hire our graduates for our deeply understaffed IT department.\u00a0<\/em><\/p>\n

\u00a0\u00a0\u00a0\u00a0 <\/em>Higher ed is slow to adapt with the times, but that sure didn\u2019t stop the proliferation of Gender Studies and Ethnic Studies courses on our campuses, or even Game of Thrones-related courses. Of course, finding qualified teachers for these courses is pretty easy, since there\u2019s little demand for this kind of information in the real world\u2026there\u2019s no place else that\u2019ll hire people knowledgeable in this \u201cmaterial.\u201d<\/p>\n

One of the big problems for higher education is finding people qualified to teach computer science courses who are also willing<\/em> to work in higher ed. Demand for people with computer skills is so high that working in higher ed would mean a huge pay cut and great loss of job security. If we paid computer science teachers as much as administrators, the problem would be cleared up overnight, of course, but admin won\u2019t stand for that: they\u2019d immediately demand even more outrageous pay for their alleged service. Admin\u2019s primary purpose on campus is to spend as little as possible for education, the better to secure their own salaries.<\/p>\n

Many campuses (including my old school) have actually closed down their computer science departments, rather than pay an appropriate wage. Students just end up taking another Gender Studies course or the like\u2026.not nearly so educational, but there are golden parachutes to pay for, after all.<\/p>\n

But what to do about all the demand? Some places still have their computer science departments, so what\u2019s their response?<\/p>\n

The report I\u2019ve linked above has some helpful pictures describing how schools are dealing with the influx of demand:<\/p>\n

\"demand\"<\/a><\/p>\n

Well over 80% of schools have \u201csignificantly\u201d increased class size. That word is so vague, I remember when class sizes were \u201csignificantly\u201d increased from 25 to 30 students\u2026now we have class sizes in the hundreds quite regularly. It\u2019s a great deal for admin: my pay hasn\u2019t increased, but I commonly teach classes 5 times as large as anything I taught 30 years ago.<\/p>\n

The second most common response is to offer more sections of computer science courses. Who teaches the extra sections? Another helpful picture answers that:<\/p>\n

\"extrasections\"<\/a><\/p>\n

 <\/p>\n

Having adjuncts teach the courses is another great profit opportunity for admin. Adjuncts are paid less than minimum wage (more bonuses for admin as they lower the per student costs!) and garner no benefits. Similarly, using the grad students as teachers works out well\u2014nothing against grad students at all, but I do wonder why we should charge full tuition when the teachers are trainees. Around 45% of schools have responded to the huge increase in students by actually adding a few full time faculty so that\u2019s something, I guess.<\/p>\n

It\u2019s so funny to hear admin talk about how they care so much, about everything. That caring never seems to translate to caring about faculty. The larger classes and heavier class loads represent extra work for the faculty. According to the report, about 50% of institutions have told faculty \u201caccept the increased load as a fact of life.\u201d Honest, ASU\u2019s deal of \u201c25% more work for 0% more pay<\/a>\u201d doesn\u2019t happen in a vacuum, it\u2019s industry-wide for admin to just pile on the work and tell faculty to suck it up.<\/p>\n

Sadly, America is all about identity politics today, so no report is complete without bemoaning how terrible the lack of diversity is. No matter what, it\u2019s always important to represent things as negatively as possible, and this report says the news is \u201cmixed<\/a>.\u201d The representation of women has been heading up, though the report does what it can to say it\u2019s just not enough\u2026the numbers are utterly irrelevant, however, because we have no result, theoretical or empirical, saying what percent of women computer science majors is \u201cbest.\u201d<\/p>\n

Similarly, the report notes that the number of \u201cunderrepresented minorities\u201d has increased, as well as the percentage\u2026but what\u2019s the baseline for calling something \u201cunderrepresented\u201d? There isn\u2019t one, and no matter what we see in the data it isn\u2019t enough, for some reason. Despite the obvious flaws here the report manages to insinuate that we really need to do more, as the same thing happens here that happens in many other fields that eventually become very technical:<\/p>\n

Our course data for both female and URM students shows decreases in each year as the course level increases. Further study is needed to determine whether a leaky pipeline exists, or whether there is another explanation for this trend.<\/em><\/p>\n

As you go higher up, as the material becomes more difficult, those \u201cunderrepresented\u201d folk that are (viciously) lured into disciplines they would not have otherwise chosen find out that they have a better idea what they want than college administrators\u2026we really need to stop applying identity politics to higher education (and probably stop applying it everywhere else, as well).<\/p>\n

Back to the point, higher ed has seen a tremendous influx of students interested in computer science, and the response has been abysmal: when programs aren\u2019t shut down due to lack of sufficient profit margins, they\u2019re kept by increasing the class sizes (i.e., lowering quality) and lowering the standards for teachers (i.e., lowering the quality)\u2026.the students are expected to pay more all the same, and, similarly, faculty are expected to just stand by and watch admin reap the benefits of more growth that has nothing to do with administrative ability.<\/p>\n

www.professorconfess.blogspot.com<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

  Even a casual inspection of the want ads reveals incredible job demand for people with skill with computers. Alternatively, the cost of hiring someone to fix your computer when there\u2019s a problem reveals that there\u2019s clearly a shortage of people that know what they\u2019re doing with computers. Daily experience with computers would be certain […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":38688,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[92143],"coauthors":[11733],"class_list":["post-38687","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-comp-sci"],"acf":[],"yoast_head":"\nHigher Ed can\u2019t handle Comp Sci demand\u2026why? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/higher-ed-cant-handle-comp-sci-demandwhy\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Higher Ed can\u2019t handle Comp Sci demand\u2026why? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"  Even a casual inspection of the want ads reveals incredible job demand for people with skill with computers. 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