Instead the article was more about why student reviews are not a good way to evaluate the teacher. It’s like letting your toddler decide what’s for dinner… “ice cream and candy, again?!?!”
Students and parents view our CS department like a trade school. They are very focused on us teaching "practical" skills that students will use when they enter the work force. I think that's something we should do, but that's not all we should do. But any time we try to teach more theoretical CS concepts, there's always a lot of push back like "How will I use this thing when I'm at FAANG, and if I won't then why am I even learning this?"
Then there are employers, who have in the past come to us trying to get us to teach their tech stack so they don't have to. They wanted us to convert our entire curriculum to .Net, because that's what they use. Would that ever happen in the math department? I don't think so.
Maybe college has changed since I went there, but a similar question was asked and the professor responded with "you are free to drop the class." It was a required class for a CS degree and when the student pointed this out, the professor said that it's still freshman year, feel free to switch majors and that they should shut up because they were interfering with everybody else who (unlike them) were actually trying to learn something.
It's actually got a table of teaching practices, which they presumably want to see. I went through them and it looks like good stuff to me. I do a lot of it, though some wouldn't fit my (non-CS) discipline well.
One thing they mention that I think is a problem with CS is:
> connect with student prior knowledge and beliefs
I do not know how do do this in a group larger than about 6-8 (I'd say 2 pizza rule, but you need more than 2 pizzas to feed 8 college students :)
In particular since much computer related learning prior to joining a college level CS class is some combination of: informal, self-taught, and/or poorly taught. This leads to a very wide variety of prior knowledge and beliefs, most of which are subtly wrong in important ways.
In a small group it's trivial to address these as they come up, but I can't imagine trying to anticipate them for a larger group.
I switched to CS from Physics and immediately noticed this difference. At first I just thought it was because physics classes were smaller, but I had no classes with less than 10 people. Then I realized that there just wasn't that much variety in the misbeliefs my physics peers held; partly because we had fairly similar backgrounds (most had taken AP Physics in High School, and had read a selecton from a fairly small pool of pop-science physics books).
I'd actually be interested in seeing a taxonomy of specific misbeliefs in CS (or really any field). Such a summary would probably aid teachers as well; most good teachers will have an intuition for the categories, but organizing and naming things can help one think in a more structured way about them.
I think that taxonomy is a great idea. Maybe it's something that could be developed inside a department with a wiki?