2024 ASEE Annual Conference & Exposition

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.