Ask Slashdot: CS Degree Without Gen-Ed Requirements?

davidjbeveridge writes "I'm interested in getting a CS degree. I've been programming since I was 13, and like many of us, taught myself. I am familiar with a number of languages, understand procedural, functional, and object-oriented paradigms; I'm familiar with common design patterns and am a decent engineer. I learn quickly. I work 2 jobs and I have a life. I want to get a CS degree from an accredited school (a BS, that is), but I have no interest in wasting any of my precious time taking classes in English, Philosophy, History, Art and the like. While these fields are useful and perhaps enriching, they will not contribute to making me better at my job. Moreover, I attended an excellent high school that covered these fields of study in great detail, and I feel no need or desire to spend more time studying these things. I want a BS in Computer Science with no general education requirements. Any suggestions?"

Comments

Re:US-only problem?

[pthisis]

Many decades (or even over a century) ago, it wasn't like this. A kid finishing 8th grade (about 12-13 years old) had roughly the education of a typical high school graduate these days.

This is just wrong. In the area of math, you can look at studies like http://www.maa.org/features/faceofcalculus.html that show that the level of calculus education in high schools has tripled over the last 30 years, and has actually reached the point where a majority of incoming freshmen math students have already taken calc; in 1950, that was almost nonexistent at the high school level (let alone 8th grade). The state of science education in US middle schools and high schools was even more pathetic prior to the 1960s; a combination of Sputnik-inspired funding efforts and the legal demise of prohibitions on teaching of evolution and the like were among the key movers in stimulating science education. More generally, the AP program didn't even exist until the late 1950s.

One enlightening thing to do is to flip through math assessment tests like the American High School Math Exam from 1950 through present; the difference is pretty stark. In the 50s and 60s, the limit of difficulty is the kind of "a train leaves Chicago going X miles an hour while another leaves Los Angeles going Y miles an hour" questions that are more common for 7th graders (or even bright 5th graders) today.

And that's ignoring the fact that in 1960 over 60% of the population didn't even make it to high school graduation, compared with about 20% today; see for instance http://www.livinghistoryfarm.org/farminginthe50s/life_12.html