Teaching IT and Computer Science
One of the most integral specializations in the world is the ever evolving education of IT and Computer Science. According to a recent statistical report published by a well reputed university, there are exponentially more PHD's being completed in engineering backgrounds than any other science major in the world. And this statistics come as a no surprise. A simple look around us would conclude and justify the penetration of such specialists in today's world. Almost everything that we touch and hear has gone through an extensive IT or computer science experience. From the bread that we purchase that has been manufactured in mills and shipped across the world via intelligent IT routing networks to the paper that we write on, there is a significant impact of IT and computer science. In Japan, restaurants are now being served by miniature robots.
An extensive amount of work is also being done to hone the current skill sets of the teaching facilities and teachers around the world and improve the telecom equipment available for labs and tests at the major universities around the world. There are certain hindrances that the administration of engineering universities needs to be privy to. Firstly, there is a huge investment in the overall purchasing of computers, networking devises, and applications that are pertinent to training and embarking on a tier 1 educational road of excellence. The one time cost in the hardware and software of engineering schools limit their powers of generating the required skill set. Secondly, the teachers need to be at par with the current trends and changes in the telecom market. The teachers have to know the current technologies in place and not be providing obsolete teaching material. Unfortunately this is a dilemma across the world. The teaching material is always a few technologies behind the current deployment. This brings forth a major requirement in educating Computer and IT knowledge to students and that is the sequential update of knowledge bases, text books and research material.
The fourth dimension is related to the overall decay of advanced labs and infrastructures to provide real time experiences and orchestrate a true picture in the minds of the engineering students of what to expect as engineers as they move forward in their careers. Without labs that can cultivate scenarios in the field, it is almost close to impossible to educate theory based education. The element of understanding the lower level designs and the packet level communication will never be existent in the minds of the students who have never had the opportunity to test the theories of IT and computer sciences.
A recent survey conducted at the University of Cincinnati concluded a rather bizarre and uncontrollable reality that is seeping into the educational edifices of IT and engineering schools. There is a major variation in the PHD programs to the overall teaching curriculum at the bachelors or masters levels. One of the reasons behind this conundrum is lack of specialists in that field in that particular university.
An overall view of the IT and Computer Science educational perspective states that massive influx of finances is required to uplift the infrastructure to cater to the ongoing needs and the PHD programs need to be linked directly with the curriculum and bachelor level classes.
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