, rather than having to immediately solvein a more “public” fashion. Also, candidates may prefer explaining problems with a pencil on thepaper or on a computer using an integrated development environment. Next, they suggested usingproblems actually encountered at the company, since many puzzles are not reflective of real-worldsituations. Such tasks are seen as giving an unfair advantage to candidates just out of school.Finally, they propose problem solving “as colleagues, not as examiners” a recommendation whichhighlights that rather than an intense interrogation the process should be balanced, and shouldinvolve working together to solve issues, and that this could even be accomplished with other“potential teammates.”In addition to the two
. Additionally,because each platform implements rapid development methodologies differently, there can beinconsistencies and some expected feature sets do not always come out-of-the-box (OOTB) [11].RAD is most prevalently used in commercial applications because projects are “schedule intenseand require amalgamate set of team members” [9]. These requirements are the same for capstonedesign courses [2], [3] and research-centric projects. Further research suggests that whenpresented with the same set of independent software variables to examine, student developers’analysis is statistically similar to that of professional industry developers [12], indicating thatstudent behavior is reflective of developer behavior in industry. These parallelisms suggest
detailed exploration of student perceptions of the questionsacross the two instruments. We will continue to administer both instruments annually tounderstand students’ long-term trajectories and identify which factors have the greatest impact ondevelopment of identity. By better understanding identity development, we can work to improvepersistence in computing programs.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1833718. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References [1] G. Kena, L. Musu-Gillette, J. Robinson, X. Wang, A. Rathbun, J
or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of NSF.References[1] L. Farrell, “Science DMZ: The fast path for science data,” Sci. Node, May 2016. [Online]. Available: https://sciencenode.org/feature/sciencedmz-a-data-highway-system.php[2] E. Dart, L. Rotman, B. Tierney, M. Hester, J. Zurawski, “The science dmz: a network design pattern for data-intensive science,” in Proceedings of the International Conference on High Performance Computing, Networking, Storage and Analysis, Nov. 2013.[3] “NSF 2017 PI Workshop CI Engineer Breakout Survey.” [Online]. Available: http://www.thequilt.net/wp-content/uploads/NSF-2017-PI-Workshop-CI-Engineer- Survey_v4.pdf[4
primary goals of ourworkshops. Confidence and motivation promote community building, a significant focus area ofThe Carpentries.The final survey instrument included 26 questions. Figure 1 provides a select few questions fromthe survey. The entire survey, data set, and code used to prepare this paper can be found on ourGitHub repository at https://github.com/kariljordan/ASEE. The statements below reflect ways in which completing a Carpentry workshop may have impacted you. Please indicate your level of agreement with the statements ● I have been motivated to seek more knowledge about the tools I learned at the workshop. ● I have made my analyses
Foundation [CollaborativeResearch: Florida IT Pathways to Success (Flit-Path) NSF# 1643965, 1643931, 1643835]. Anyfindings, conclusions, and recommendations expressed in this work do not necessarily reflect theviews of the National Science Foundation.References[1] A. Hogan and B. Roberts, “Occupational employment projections to 2024,” Mon. Labor Rev., 2017.[2] “Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Computer Programmers, on the Internet at https://www.bls.gov/ooh/computer-and- information-technology/computer-programmers.htm (visited January 29, 2019).” .[3] X. Chen, Stem Attrition: College Students & apos Paths into and Out of StemFields. Statistical Analysis Report