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Empirical Assessment of the Long-Term Impact of an Embedded Systems Programming Requalification Programme

INFORMATION 2022年第1期13卷 16页

作者： Cunha, Joao Duraes, Joao Alves, Ana Coutinho, Fernanda Barreiros, Jorge Amaro, Jose Pedro Silva, Marco Santos, Frederico Coimbra Polytech ISEC Coimbra Inst Engn P-3030199 Coimbra Portugal

Digital transformation has increased the demand for skilled Information Technology (IT) professionals, to an extent that universities cannot satisfy it with newly graduated students. Furthermore, the economical downturn has created difficulties and scarcity of opportunities in other areas of activity. This combination of factors led to the need to consider requalification programmes that enable individuals with diverse specialisations and backgrounds to realign their careers to the IT area. This has led to the creation of many coding bootcamps, providing intensive full-time courses focused on unemployed people or unhappy with their jobs, and individuals seeking a career change. A multidisciplinary group of higher education teachers, in collaboration with several industry stakeholders, have designed and promoted an embedded systems programming course, using an intensive project-based learning approach comprising 6 months of daylong classes and a 9 months internship. Having finished two editions of the programme, a questionnaire was presented to the students that finished successfully, in order to evaluate the long-term benefits to graduates and companies. This paper presents a brief discussion of the programme organisation and pedagogical methodologies, as well as the results of the questionnaire, conducted following a Goal-Question-Metric (GQM) approach. The results demonstrate very positive outcomes, both for graduates and companies.

关键词： coding bootcamp professional requalification career change embedded systems real-time programming

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Camp or College? Student Perspectives from College Computer Science Departments & coding Boot Camps on Skills Learned 50

Camp or College? Student Perspectives from College Computer ...

引用

50th ACM-SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Burke, Quinn Bailey, Cinamon Sunrise Digital Promise San Mateo CA 94403 USA Coll Charleston Charleston SC 29401 USA

ISBN: (纸本)9781450358903

The purpose of this paper is to investigate student perspectives of how college computer science (CS) programs compare to those of coding bootcamps. In particular, the research examines to what degree students report their respective programs instill the necessary interpersonal and intrapersonal skills (i.e., teamwork and resilience) necessary for workforce entry. Prior research from the authors suggests there is a perception among the software industry that college graduates often lack the necessary so-called "soft" skills for successful workforce entry;this research investigates to what degree students from each educational environment mirror this sensibility in the assessment of their own abilities, learning preferences, and educational experiences. Data is based on a series of fifty (50) one-on-one interviews with students, 22 of whom come from a coding bootcamp background and 28 who come from a four-year college. Alongside these interviews, students completed both pre-surveys (50 students) and post-surveys (19 students) on learning preferences and programmatic experience;12 students also participated in follow-up interviews further articulating their learning experiences. Results indicate that despite significant differences in age and workforce experience, coding bootcamp students and undergraduates differ little in how they perceive themselves as learners. However, there were notable differences in reasons for application to respective programs as well as exposure to practical learning experiences through coursework. Discussion focuses on the degree to which the aforementioned "soft skills" are perceived as learned expertise versus personal attributes, and to what degree such perception may contribute to higher education's pedagogical and curricular approaches to CS instruction.

关键词： coding bootcamp experiential learning soft skills learning environment learning preferences

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Camp or College? 19

Camp or College?

引用

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

作者： Quinn Burke Cinamon Sunrise Bailey Digital Promise San Mateo CA USA College of Charleston Charleston SC USA

ISBN: (纸本)9781450358903

The purpose of this paper is to investigate student perspectives of how college computer science (CS) programs compare to those of coding bootcamps. In particular, the research examines to what degree students report their respective programs instill the necessary interpersonal and intrapersonal skills (i.e., teamwork and resilience) necessary for workforce entry. Prior research from the authors suggests there is a perception among the software industry that college graduates often lack the necessary so-called "soft" skills for successful workforce entry; this research investigates to what degree students from each educational environment mirror this sensibility in the assessment of their own abilities, learning preferences, and educational experiences. Data is based on a series of fifty (50) one-on-one interviews with students, 22 of whom come from a coding bootcamp background and 28 who come from a four-year college. Alongside these interviews, students completed both pre-surveys (50 students) and post-surveys (19 students) on learning preferences and programmatic experience; 12 students also participated in follow-up interviews further articulating their learning experiences. Results indicate that despite significant differences in age and workforce experience, coding bootcamp students and undergraduates differ little in how they perceive themselves as learners; there were notable differences in reasons for application to respective programs as well as exposure to practical learning experiences through coursework. Discussion focuses on the degree to which the aforementioned "soft skills" are perceived as learned expertise versus a personal attribute, and to what degree such perception may contribute to higher education's pedagogical and curricular approaches to CS instruction.

关键词： soft skills experiential learning learning environment learning preferences coding bootcamp

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