[liminalsunset]

I definitely think there are two sides to this. The school I went to had a lot of professors for whom the "ossified 2 years prior to tenure" thing was true for, but I also found them to be helpful for teaching fundamental concepts that didn't change in an effective way.

I think one barrier to better engineering programs in universities is that there typically is an onerous set of "accreditation requirements" which prevents significant modification of the curriculum to adapt to modern needs.

The other barrier is that students culturally appear to not always want to do more coding than needed. Courses involving coding were widely regarded as the most difficult by the people around me, despite something like up to 80% of an EE class going into SW engineering after graduating.

I think in general, degree programs are designed to be something that they're not used for anymore often. The usual line is that they're designed to provide a track to academia, and aren't vocational training. But nowadays degrees seem very ritualistic and ornamental - it seems that people are doing their learning on the job mostly whatever they do, and the relevance of the degree itself is just a shibboleth of some sort.

[0xffff2]

> I think one barrier to better engineering programs in universities is that there typically is an onerous set of "accreditation requirements" which prevents significant modification of the curriculum to adapt to modern needs.

This seems to be rapidly dissolving, at least in California. Several schools including Stanford, Cal Tech, and several of the UCs have dropped ABET accreditation for most of their programs in recent years, with more likely to follow as they come up for renewal.