Chapter 1: Understanding Programming Skills

In discussions about programming, I've overheard several self-taught developers at my workplace expressing their views on the necessity of a computer science degree. While they are certainly capable coders, their lack of formal education leads them to question the value of structured learning in this field.

If I had the chance to engage in their dialogue, I would emphasize that programming encompasses various skill levels.

Programming skills can range widely, and not all programmers have the same capabilities.

Some individuals may only create formulas in Excel, slowly venturing into the realm of macros with Visual Basic. Personally, I find Visual Basic challenging and have limited experience with Excel’s full range of functions.

Others might focus on front-end development, crafting web pages that could be seen as more art than programming. I admit I struggle with HTML and have only dabbled in CSS for prototyping purposes.

There are programmers who tackle both front-end and back-end tasks, primarily dealing with data entry and database updates. On a more complex level, some specialize in building reliable, high-availability servers within distributed systems while managing heterogeneous databases.

Additionally, some developers create optimization algorithms utilizing advanced mathematical principles, while others delve into artificial intelligence, firmware, or embedded systems. Certain programmers even design operating systems, databases, and compilers. Moreover, there are those who focus on niche areas that require specialized knowledge, such as financial programming.

This illustrates that programming is not a monolithic skill but rather a spectrum of complexity that demands varying degrees of knowledge and training.

Professionals who have pursued formal education in computer science or engineering typically possess the capability to handle more intricate tasks than their self-taught peers.

In my experience, I’ve encountered situations where colleagues inquire, “Why don’t we just do ‘X’?” When I explain that “X” is an NP-type problem necessitating specific algorithms, their confusion is palpable. Fortunately, my fellow computer science-trained colleagues and I share a common understanding of these concepts.

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Section 1.1: The Debate on Formal Education

The conversation around the necessity of a computer science degree continues to evolve.

Subsection 1.1.1: Perspectives from Self-Taught Programmers

Many self-taught developers believe that their experience in coding is sufficient to thrive in the tech industry. However, this perspective often overlooks the depth of knowledge gained through formal education.

Chapter 2: Insights from Computer Science Majors

The first video titled "Why You Shouldn't Major in Computer Science" discusses the potential downsides and misconceptions surrounding the decision to pursue this field of study. It highlights various viewpoints and personal experiences related to the computer science curriculum.

In the second video, "What It's REALLY Like Being a Computer Science Major (& The Grades I Got)," the creator shares an authentic glimpse into the life of a computer science student, including the challenges faced and the skills developed during their academic journey.