Coding Boot Camps

2021 ◽  
Vol 21 (2) ◽  
pp. 1-30
Author(s):  
Louise Ann Lyon ◽  
Emily Green

College-educated women in the workforce are discovering a latent interest in and aptitude for computing motivated by the prevalence of computing as an integral part of jobs in many fields as well as continued headlines about the number of unfilled, highly paid computing jobs. One of these women's choices for retraining are the so-called coding boot camps that teach programming skills through intensive multi-week courses. This article reports on a qualitative research study focused on the Silicon Valley area of California. We used social cognitive career theory (SCCT) to investigate the larger context surrounding women entering computing professions through boot camp learning sites, including: the environment of a booming technology workforce, boot camps as learning settings , the characteristics of women who attend boot camps, how retraining at a coding boot camp influence women's computing self-efficacy and outcome expectations , and the performance attainments of women at boot camps. Interview data was collected from 14 women who had attended boot camps—first before graduating from the boot camp and again after six months in the workforce. To contextualize the computing ecosystem, we conducted single interviews with 6 boot camp organizers/curriculum developers, 7 industry hiring managers, and 14 university computer science faculty. To provide a contrast with women at boot camps, we interviewed 5 women who majored in computer science at the university and with 17 men who had attended boot camps. Structural data coding and analysis was done focused on the SCCT mechanisms of environment, person inputs, learning experiences, self-efficacy, outcome expectations, and performance attainments. Findings here demonstrate that training at a boot camp can be the catalyst for college-educated women to attain computing jobs and careers, although these entry-level jobs may be a compromise to the goal of a software development job and are unlikely to lead to a job at large, well-known, established technology companies.

2021 ◽  
Author(s):  
Mehak Ismail Rajani ◽  
Charles Docherty ◽  
Aysha Almas ◽  
Farah Khalid ◽  
Salman Alam

Abstract IntroductionExpectation of competence from interns and residents from outset stresses the need for bridging the gap between undergraduate and post-graduate worlds, in terms of clinical skills. Worldwide, simulation-based boot camps ease this transition and equip novice trainees with essential foundation knowledge, technical skills, and effective communication. This study describes the introduction, change management process, and analyzes effectiveness of first-ever boot camp in Pakistan aimed at improving self-efficacy of PGME interns and residents. A boot camp of 4 days duration was conducted in December 2018 at The Aga Khan University Hospital (AKUH) for newly inducted PGME interns and residents. 40 residents and 68 interns completed a self-administered self-efficacy questionnaire after boot camp.ResultsThere was a significant overall improvement in self-efficacy of trainees across all skills. Self-efficacy improved most in CVC insertion, hospital management software) and communication, while, least gain was seen in infection control post-boot camp. Boot camp approach has proven to be an efficient, safe, forgiving, experiential learning environment for healthcare professionals and prepares them to thrive in a new hospital setting. Analysis supports effectiveness of boot camp in improving the self-efficacy of new trainees and provides direction for future planning of boot camps.


Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.


2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.


Appetite ◽  
2012 ◽  
Vol 59 (2) ◽  
pp. 243-251 ◽  
Author(s):  
Ana Alina Tudoran ◽  
Joachim Scholderer ◽  
Karen Brunsø

2016 ◽  
Vol 31 (1) ◽  
pp. 52-59 ◽  
Author(s):  
Mahnoush Reisi ◽  
Firoozeh Mostafavi ◽  
Homamodin Javadzade ◽  
Behzad Mahaki ◽  
Elahe Tavassoli ◽  
...  

2021 ◽  
pp. 001100002110074
Author(s):  
Saba Rasheed Ali ◽  
Yunkyoung Loh Garrison ◽  
Ziomara M. Cervantes ◽  
Devon A. Dawson

The purpose of this preliminary study was to examine the indirect effects of social cognitive career variables (healthcare career [HC] self-efficacy and outcome expectations) in the relationship between youth sociopolitical development (SPD) and HC interests. Bootstrapping analysis was conducted using samples of eighth grade students ( N = 139) attending schools in rural areas in communities that consist predominantly of Immigrants of Color. Preliminary findings for the total sample suggested an indirect path between SPD and HC interests through HC self-efficacy, whereas the indirect path through HC outcome expectations was not significant. The model for immigrant Youth of Color participants suggested a direct relationship between SPD and HC interest, whereas an indirect relationship between SPD and HC interests was found for White participants. Based on the results of this preliminary analysis, implications for career programming and research pertaining to rural immigrant communities are discussed.


2020 ◽  
Vol 20 (3) ◽  
pp. 1-18
Author(s):  
Ninger Zhou ◽  
Ha Nguyen ◽  
Christian Fischer ◽  
Debra Richardson ◽  
Mark Warschauer

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