Educational Expertise: Faculty Insights on Preparing Computing Students to Navigate Technical Interviews

Stephanie Jill Lunn; Edward Dillon; Zubayer Ahmed Sadid

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Computing and Information Technology Division (CIT) Technical Session 2
Tagged Division: Computing and Information Technology Division (CIT)
Page Count: 21
DOI: 10.18260/1-2--47215
Permanent URL: https://peer.asee.org/47215
Download Count: 78

Paper Authors

biography

Stephanie Jill Lunn Florida International University orcid.org/0000-0003-3840-1822

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Stephanie Lunn is an Assistant Professor in the School of Universal Computing, Construction, and Engineering Education (SUCCEED) and the STEM Transformation Institute at Florida International University (FIU). She also has a secondary appointment in the Knight Foundation School of Computing and Information Sciences (KFSCIS). Previously, Dr. Lunn earned her doctorate in computer science from the KFSCIS at FIU, with a focus on computing education. She also holds B.S. and M.S. degrees in computer science from FIU and B.S. and M.S. degrees in neuroscience from the University of Miami. In addition, she served as a postdoctoral fellow in the Wallace H. Coulter Department of Biomedical Engineering at the Georgia Institute of Technology, with a focus on engineering education. Her research interests span the fields of computing and engineering education, human-computer interaction, data science, and machine learning.

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Edward Dillon Morgan State University

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Dr. Dillon received his B.A. in Computer and Informational Science from the University of Mississippi in 2007. He would go on to obtain his Masters and Ph.D. in Computer Science from the University of Alabama in 2009 and 2012, respectively. Dr. Dillon is a newly tenured Associate Professor in the Department of Computer Science at Morgan State University. Prior to his arrival to Morgan State, Dr. Dillon served as a Computer Science Instructor at Jackson State University (2012-2013), and a Postdoctoral Researcher at Clemson University (2013-2014) and the University of Florida (2014-2016). His research focuses on human-centered computing, computer science education, social computing, and broadening participation in computing. Dr. Dillon has received >$750k in research funding and awards from external agencies and non-profit organizations, including the National Science Foundation (NSF), the Maryland Pre-Service Computer Science Teacher Education Program (MCCE), and the Collaborative Research Experience for Undergraduates (CREU - CRA-WP). Dr. Dillon currently serves as a Co-PI for the STARS Computing Corps, which recently has been renewed for funding by NSF. He has also conducted a Faculty in Residency at Google during the summer of 2018 to learn more about this company’s culture, practices, and to understand the expectations for candidates (e.g. aspiring CS majors) who pursue career opportunities at this company and related prominent companies in tech.

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Zubayer Ahmed Sadid Florida International University

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Abstract

Obtaining a computing position can entail hiring practices distinct from other domains in that they frequently involve technical interviews, an approach which emphasizes real-time evaluation of programming abilities. Apart from requiring that job candidates find the correct solution, they are also encouraged to find one that is efficient and optimal while also speaking through their thinking. Although computing students may be familiar with the theoretical and foundational topics necessary to succeed, traversing the employment process may be particularly daunting and necessitate immense preparation. To better understand how education may enhance students’ readiness, we conducted a focus group with (n = 7) faculty members from around the United States. We applied social cognitive career theory as we explored: 1) learning experiences that educators may incorporate into courses; and 2) actions perceived as necessary for institutions to enhance students’ technical interview performance and career attainment. We employed thematic analysis to assess their responses and suggestions on ways forward. Within courses, three themes emerged, as educators described opportunities for “fostering professional skills” (e.g., communication and teamwork) and “fostering technical skills” (e.g., use of tools, programming problem decomposition, and testing). They also spoke about job preparation, including utilizing role play in the context of mock interviews and the value of “application material development” (e.g., cover letters, resumes). When considering the broader institutional actions, two themes emerged: “supportive practices” and “technical interview and career knowledge.” Participants touched on the possibility of faculty receiving training themselves, since often they stayed in academia without applying for an industry position and were unfamiliar with expectations to advise students on what to anticipate. They also highlighted the value of industry partnerships and student organizations for hiring preparation and networking. Meanwhile, several suggested that existing services, including platforms and/or groups that were already offering mock interviews or training (e.g., Big Interview, Brilliant Black Minds) could provide students with additional awareness and practice to feel more comfortable with what to expect. It is our goal that the findings and recommendations made in this paper encourage other faculty to recognize how they could further aid in students’ preparation and integrate it into lessons. Beyond that, we hope that educators and administrators consider possible ways to aid in computing students’ understanding of technical interviews and seek to enhance their graduate employability.

Citation
Format

Lunn, S. J., & Dillon, E., & Sadid, Z. A. (2024, June), Educational Expertise: Faculty Insights on Preparing Computing Students to Navigate Technical Interviews Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47215

TY  - CPAPER
AB  - Obtaining a computing position can entail hiring practices distinct from other domains in that they frequently involve technical interviews, an approach which emphasizes real-time evaluation of programming abilities. Apart from requiring that job candidates find the correct solution, they are also encouraged to find one that is efficient and optimal while also speaking through their thinking. Although computing students may be familiar with the theoretical and foundational topics necessary to succeed, traversing the employment process may be particularly daunting and necessitate immense preparation. To better understand how education may enhance students’ readiness, we conducted a focus group with (n = 7) faculty members from around the United States. We applied social cognitive career theory as we explored: 1) learning experiences that educators may incorporate into courses; and 2) actions perceived as necessary for institutions to enhance students’ technical interview performance and career attainment. We employed thematic analysis to assess their responses and suggestions on ways forward. Within courses, three themes emerged, as educators described opportunities for “fostering professional skills” (e.g., communication and teamwork) and “fostering technical skills” (e.g., use of tools, programming problem decomposition, and testing). They also spoke about job preparation, including utilizing role play in the context of mock interviews and the value of “application material development” (e.g., cover letters, resumes). When considering the broader institutional actions, two themes emerged: “supportive practices” and “technical interview and career knowledge.” Participants touched on the possibility of faculty receiving training themselves, since often they stayed in academia without applying for an industry position and were unfamiliar with expectations to advise students on what to anticipate. They also highlighted the value of industry partnerships and student organizations for hiring preparation and networking. Meanwhile, several suggested that existing services, including platforms and/or groups that were already offering mock interviews or training (e.g., Big Interview, Brilliant Black Minds) could provide students with additional awareness and practice to feel more comfortable with what to expect. It is our goal that the findings and recommendations made in this paper encourage other faculty to recognize how they could further aid in students’ preparation and integrate it into lessons. Beyond that, we hope that educators and administrators consider possible ways to aid in computing students’ understanding of technical interviews and seek to enhance their graduate employability.
AU  - Stephanie Jill Lunn
AU  - Edward Dillon
AU  - Zubayer Ahmed Sadid
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Educational Expertise: Faculty Insights on Preparing Computing Students to Navigate Technical Interviews
UR  - https://peer.asee.org/47215
DO  - 10.18260/1-2--47215
ER  -