At least a few reasons I can think of: - Career academics don't necessarily have the level of experience in building large-scale software systems that need to

At least a few reasons I can think of: - Career academics don't necessarily have the level of experience in building large-scale software systems that need to exist and be maintained for a long time to teach that as a skill. - University programs in general focus on time-tested fundamentals that aren't going to change much over the decades, and practical programming skills involve a whole lot of toolset bikeshedding minutiae that is inherently ephemeral and not suited for curriculum. - Semesters are too short to allow students to go through much in the way of a full development lifecycle on a project of any notable scale (exception for TAs and grad students working on libraries and tools maintained by the schools). Not speaking for all schools, but I'll say for Georgia Tech that I felt courses with significant project components were actually great for practicing programming as a practical, vocational thing, but at the same time, there was very much an attitude among the faculty that they weren't going to teach you to program or anything about the specifics of languages and toolchains. You either needed to know that already or figure it out. Maybe that was elitist, but they were explicitly and intentionally selecting for the kind of people who can figure it out on their own. If nothing else, it is a lot easier to teach yourself programming than it is to teach yourself computer science and mathematics. I never really experienced this kind of thing with other subjects. Physics and biology labs definitely taught you how to use the lab equipment, but in fairness, it isn't feasible to set up your own lab, whereas any 10 year-old can get a sufficient programming lab out of a $50 R Pi with Internet access.