Exploring Experienced Professionals' Reflections on Computing Education MARISA EXTER, Indiana University NICHOLE TURNAGE, Oklahoma Baptist University This exploratory qualitative study examines computing professional's memories of their own formal and non-formal educational experiences, their reflections on how these have prepared them for their professional roles, and their recommendations for an "ideal" undergraduate degree program. Data was collected through semi-structured interviews of experienced computing professionals. Ongoing on-the-job learning is a natural part of professionals' work lives. Participants indicate that important elements in an undergraduate degree program include foundational computing topics, development of critical thinking and communications skills, and a strong emphasis on experiences similar to those encountered in a professional position, such as complex, realistic group projects. Specific programming languages and technologies should be used only as practice in solving problems and learning on one's own. Categories and Subject Descriptors: K.3.2 [Computers and Education]: Computer and Information Science Education--Computer science education, curriculum; K.6.1 [Management of Computing and Information Systems]: Project and People Management--Training General Terms: Design, Documentation, Experimentation, Theory, Management Additional Key Words and Phrases: Computing education, Computer Science education, non-formal learning, self-learning, university, higher education, undergraduate, adult education, continuing professional development ACM Reference Format: Exter, M. and Turnage, N.
ACM Transactions on Computing Education (TOCE) – Association for Computing Machinery
Published: Jul 1, 2012