I'm sorry, but your reply suggests an incredible disdain for both technical expertise and for educators. There is value in depth&breadth of knowledge, and it takes great skill to craft a good curriculum.
From a US perspective, students paying $50,000+ per year in tuition deserve better than an overworked PI who has crammed C++ over the weekend.
Interesting, I feel the opposite, I agree that an excellent teacher who knows the material back to front is invaluable.
My general model for how "being good at programming works" is that it's just mostly a stacking buff based on how much you've touched, I'm choosing to give the person in the anecdote the benefit of the doubt and believe in both their technical expertise and skill as an educator. Most technical things are kind of like other technical things, and if you've been around for a while everything is kind of like something you've done before, it makes it very easy to pick up new tools/domains. I fully believe that someone can open up a VAST gulf of knowledge of C++ between themselves and intro to C++ folks in a weekend if they're already a seasoned practitioner.
Nope, some superficially similar technical things are founded on very different concepts from other technical things. For example, grokking a functional language requires a whole different mental model than for an imperative language.
Also, remember that you could pick up a new language and start to dabble in it after a few days, but teaching it, ah, that requires much more than using it . Usually teaching something requires a much deeper understanding than just using it.
As an educator I disagree. In my field of expertise I am so far in advance of my students’ skills that I can be three standard deviations in skill better than the average student in my class in any cognate field in two days and further ahead than that in a week or a month. That’s what “technical expertise” is.
I won’t speak to crafting a good curriculum, God knows I’ve seen plenty of bad ones but it’s just not hard for me to be vastly better at any topic in English or History than any student I’m likely to see in a high school in two days because I’m that much better than them at what I do. I presume the same yawning gulf in capability exists between the average freshly minted PhD and undergraduates, or professors teaching graduate courses and PhD students.
Expertise exists, which is why I can be teaching a course that’s supposed to take 300 hours of instruction to cover in 15 hours, reasonably comfortably.
From a US perspective, students paying $50,000+ per year in tuition deserve better than an overworked PI who has crammed C++ over the weekend.