http://staffingpower.com/

I don't think that Unversities need to add Web Design to their curriculum. Rather, they should educate their students on the concepts related to designing for a screen, display and explore where these technologies will be in 5 and 10 years.

I think that institutions such as ASU teach their students how to DESIGN. They're not a technical institute and it's not their duty to teach students how to use Photoshop, that is each student's professional responsibility. Unfortunately a lot of the technical institutes churn out people that know how to use the software but haven't learned how to approach a design problem.

They don't have AutoCAD classes in the Architecture department, they don't teach Excel in the Marketing department, they teach concepts, ideas, and the skillsets to apply creative thought to business problems.

There is a place for the technical institutes as well, and there are plenty of those institutions whose students are fully capable of designing and solving creative business processes, it's just not their primary goal.

Me, I'd rather have the concept oriented employee. If they can think, I can teach them the skillsets to get the job done.

The universities need to focus on creating thinkers, that is their heritage. Thinkers, real thinkers, will solve their own problems and outfit themselves with the skillsets they need.

I certainly hope I wasn't implying web design didn't belong in four year colleges at all; instead, I try to argue that a four year BS or BA in web design probably isn't in the best interest of the students (when they graduate) or the faculty (who have to teach it). A lot of colleges, Aaron and you point out, already teach a lot of the conceptual, complex classes that have certainly transcended vocational training. And I absolutely support the existence of those classes (again, I hope that reinforces I'm not advocating abandoning all things web, let alone technology). Today, however, those classes lead to degrees in something other than officially “web design”.

I've also been reading up on the Education Task Force's goals, and I don't think I'm preaching for its downfall or utter failure; in fact, I tried to document my support of its knowledge sharing/management agenda in my original post.

Hell, you know better than me that soon this conversation will likely be moot simply because so few college kids will be arriving on campus without understanding HTML because they've been exposed to it in classes from elementary school through high school.

At that point, a student will likely be able to earn an undergraduate degree in information architecture or social online media (and not web design), and whether he knows tableless design will be assumed simply because he made it through the rigors of the major itself.

Thanks again for checking out my thoughts and taking the time to comment, and keep up the great work down the street at Springbrook.

A strong web program goes way beyond HTML, CSS, and PHP in the same way that English degrees go way beyond spelling and grammar.

It's safe to say that someone with skills in communication design, project management, information architecture, programming, and graphic design has transcended vocational training. That is the role of a four year webucation programs that these ALA articles are talking about: go beyond simply teaching a little front end design and back-end programming.

When students start graduating from programs like the one that the web standards organization is releasing next month, companies will finally be able to rethink what credentials they look for when hiring.

I completely agree that building systems like complex online banking systems, health care record systems, and social media applications are far too complex for someone to pick up a book, turn to chapter 6, and know everything there is to know about creating the next Google, Facebook, etc.

My opinion is we keep the rudimentary vocational skills out of the college classroom as a 3 credit class and thus carrying the same weight or importance as the complex, abstract, and theoretical skills necessary to build those aforementioned apps.