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Copy file name to clipboardexpand all lines: a-holistic-path-forward.md
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* Lack an understanding of software engineering as a career and how this differs from Computer Science, and what software roles are actually like, causing them to believe things like “I need to be good at math”, or “the tech path isn’t for me”
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* Lack a belief that they can personally get access to successful roles in the tech industry themselves
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* Lack of confidence in their own abilities and this self-doubt causes students to fall off the path into tech \(Impostor Syndrome\)
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* Lack of confidence in their own abilities and this self-doubt causes students to fall off the path into tech (Impostor Syndrome)
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* Lack of access to good role models and mentors in tech that are relatable and that believe they can succeed
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* Lack a strong support system along the path into the tech industry which helps them tackle challenges as they arise
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* Lack of a feeling of belonging and acceptance in their peer groups, as well as at tech events, hackathons, or in other social circles
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These are all challenging problems. Our mission is to build support systems and programs that help lift as many underserved students as possible over these multitudes of barriers.
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## The Student’s “Happy Path" \(Trail to the Tech Industry\)
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## The Student’s “Happy Path" (Trail to the Tech Industry)
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To understand our approach, let's identify the “ideal student journey” over 8 “milestones”. We can think of this as a broad student funnel combining “[confidence impact objectives](student-impact.md)” and “[career milestones](student-journey.md)”:
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1._Student Impact Objective_: Confidence and belief that software engineering and the tech industry is an achievable and desirable career that is worth pursuing and that is a place that they belong \(_I belong, this is for me, and I understand where the pathway leads_\)
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2._Student Impact Objective_: Confidence and enthusiasm in taking specific actionable steps towards engaging in a technical career path \(_I am excited to begin taking the steps to be ready for a successful career in tech\)_
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3._**Career Milestone**_**:** Participation in early paid work opportunities \(_I got a chance to work on code & learn and get paid over the summer\)_
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4._Student Impact Objective_: Confidence in technical problem solving and interviewing \(_I feel confident when I get into a technical interview\)_
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5._Student Impact Objective_: Confidence in building products in real-world tech stacks \(_I feel confident in at least one practical technical skill, and I have built some cool things I am proud of_\)
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6._**Career Milestone**_**:** Participation in 1-2 technical internships while in college \(_I received multiple technical interning offers and I am really excited for this summer!\)_
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7._Student Impact Objective_: Confidence in developing their communication, leadership, and developing mastery through service \(_I feel confident in my technical communication skills, and have taken steps towards helping other students and/or intend to pursue future positions of leadership\)_
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8._**Career Milestone**_**:** Full-time role in a competitive technical role within 6 months of graduation \(_I received multiple great full-time offers soon after graduating and I am really excited to get started!\)_
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1._Student Impact Objective_: Confidence and belief that software engineering and the tech industry is an achievable and desirable career that is worth pursuing and that is a place that they belong (_I belong, this is for me, and I understand where the pathway leads_)
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2._Student Impact Objective_: Confidence and enthusiasm in taking specific actionable steps towards engaging in a technical career path (_I am excited to begin taking the steps to be ready for a successful career in tech)_
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3._**Career Milestone**_**:** Participation in early paid work opportunities (_I got a chance to work on code & learn and get paid over the summer)_
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4._Student Impact Objective_: Confidence in technical problem solving and interviewing (_I feel confident when I get into a technical interview)_
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5._Student Impact Objective_: Confidence in building products in real-world tech stacks (_I feel confident in at least one practical technical skill, and I have built some cool things I am proud of_)
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6._**Career Milestone**_**:** Participation in 1-2 technical internships while in college (_I received multiple technical interning offers and I am really excited for this summer!)_
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7._Student Impact Objective_: Confidence in developing their communication, leadership, and developing mastery through service (_I feel confident in my technical communication skills, and have taken steps towards helping other students and/or intend to pursue future positions of leadership)_
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8._**Career Milestone**_**:** Full-time role in a competitive technical role within 6 months of graduation (_I received multiple great full-time offers soon after graduating and I am really excited to get started!)_
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## Overcoming Key Obstacles
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## Aspects of our Approach
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There are four different major categories of our [CodePath.org](http://codepath.org/) university programs that provide all of these above elements:
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There are four different major categories of our [CodePath.org](http://codepath.org) university programs that provide all of these above elements:
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1.**Inspire Workshop Series** - These are entry-level courses for freshmen and sophomores in STEM that provide an introductory foundation to product and coding that should be accessible to anyone but targeted to those who have encountered programming before in one way or another.
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2.**Software Fundamentals Series** - This is a three-part series focused on providing an in-depth foundation to make sure students are prepared for the rigorous technical interviews associated with top tech companies including data structures, algorithms, problem-solving, and behavioral interview segments. We provide a three-part series to provide students confidence and readiness for even the toughest interviews.
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To read more about the student journey and our framework for mastery, check out the [Student Journey page](student-journey.md).
Copy file name to clipboardexpand all lines: appendix/effective-education-design.md
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@@ -58,7 +58,7 @@ There are several vitally important components of effective learning and retenti
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1.**Blended Learning**
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2.**Spaced Repetition**
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3.**Frequent Socialization**
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4.**Giving Back**\(e.g Community\)
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4.**Giving Back** (e.g Community)
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### Learning and Blended Modalities
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### Learning and Spaced Repetition
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After learning concepts, cognitive science research into learning demonstrates that retention is centered around the concept of [spaced repetition](https://managewp.com/spaced-repetition-learning) to topics and curriculum. That is to say that each time a topic is presented and applied, that topic will be reinforced into memory. Therefore if you remind yourself of a piece of information regularly, the chance of you remembering it is drastically improved. Each time the topic is reinforced after a longer interval \(a day, a week, a month, a year\), the topic will be retained exponentially longer.
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After learning concepts, cognitive science research into learning demonstrates that retention is centered around the concept of [spaced repetition](https://managewp.com/spaced-repetition-learning) to topics and curriculum. That is to say that each time a topic is presented and applied, that topic will be reinforced into memory. Therefore if you remind yourself of a piece of information regularly, the chance of you remembering it is drastically improved. Each time the topic is reinforced after a longer interval (a day, a week, a month, a year), the topic will be retained exponentially longer.
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### Learning and Socialization
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1. Explain learned concepts frequently during and after a program
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2. Help others learn and allow other students to be their proteges
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3. Constantly be re-exposed to knowledge over a period of weeks \(and months\)
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3. Constantly be re-exposed to knowledge over a period of weeks (and months)
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There is countless research that consistently demonstrates that [teaching concepts is one of the most effective ways to learn and retain them](http://ideas.time.com/2011/11/30/the-protege-effect/). In fact, even just suggesting to students they will need to teach in the future [increases their retention](http://digest.bps.org.uk/2014/10/students-learn-better-when-they-think.html).
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| Course | Types of curriculum that can be used | Intro to Android|
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| Cohort | Individual instances of a course that are run | February Android @ Facebook|
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| Members | Students, moderators, and admins within cohorts | Jane Smith|
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| Application | Students applying to be in a cohort | Jane's Application for Feb 2016 @ Facebook |
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Each type of class and curriculum in our system is called a "course". Courses are developed, similar to how open-source software is developed, using git, GitHub, and a certain directory structure. Think of the course system as a "framework for developing curriculum" just as [Ruby on Rails](http://rubyonrails.org/) is a "framework for developing web applications".
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Each type of class and curriculum in our system is called a "course". Courses are developed, similar to how open-source software is developed, using git, GitHub, and a certain directory structure. Think of the course system as a "framework for developing curriculum" just as [Ruby on Rails](http://rubyonrails.org) is a "framework for developing web applications".
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## Components
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This learning platform consists of the following major software components:
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| Component | Description |
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|:--- |:--- |
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| Scheduler | Course scheduler for booking and viewing upcoming classes |
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| Enrollment | Allow eligible applicants to apply to upcoming courses |
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| Admissions | Manages the admission process for any course start to finish |
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| Courses | Course content viewer available for access by participants |
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| Discussions | Questions and answer companion for solving technical issues |
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| Guides | Technical topic guides available to be searched and accessed |
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| Mailer | Templated emails to be sent to people before and during a course |
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| Roster | Unified people tracking everyone involved with classes |
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| Gradebook | Review and score assignments submitted during a course |
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| Analytics | Collect and visualize classroom, student and instructor analytics |
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| Billing | Organization tracking with automated billing based on per-seat |
Copy file name to clipboardexpand all lines: appendix/miscellaneous.md
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***Inspire Series** - These are entry-level courses for Freshman and Sophomore in STEM that provide an introductory foundation to product and coding that should be accessible to anyone but targeted to those who have encountered programming before in one way or another.
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***Audience:** Freshman and Sophomore in STEM
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***Goal:** Build student context/confidence and get them started on an early success track \(resume, technical internships\)
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***Goal:** Build student context/confidence and get them started on an early success track (resume, technical internships)
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***Software Fundamentals** - This is a three-part series focused on providing an in-depth foundation to make sure students are prepared for the rigorous technical interviews associated with top tech companies including data structures, algorithms, problem solving and behavioral interview segments. We provide a three-part series to provide students confidence and readiness for even the toughest interviews.
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***Audience:** Three part sequence: Freshman and Sophomore in STEM to Seniors \(A to Z\)
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***Audience:** Three part sequence: Freshman and Sophomore in STEM to Seniors (A to Z)
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***Goal:** Develop confidence in the fundamentals including analysis, debugging, verification and technical communication
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***Outcomes:** Student is confident and ready to succeed in interviewing and engaging in complex problem solving
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***Special Topics** - Empowering students with the skills and confidence to be high-performing software engineers contributing meaningfully to real-world projects after they join a company. This focuses on specific technical areas such as mobile development, cybersecurity, etc.
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* Lack an understanding of the tech industry and why being in the industry is a desirable path
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* Lack a belief that they can get access to the tech industry themselves for a variety of reasons
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* Lack confidence in their own abilities, and this self-doubt causes students to fall off the path into tech \(Impostor Syndrome\)
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* Lack confidence in their own abilities, and this self-doubt causes students to fall off the path into tech (Impostor Syndrome)
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* Lack a strong support system and do not feel supported along the path into tech
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* Lack of access to good role models in tech that look like them and believe they can succeed
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* Lack a feeling of belonging and acceptance at tech events, hackathons or in tech social circles
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* Lack an understanding of software engineering and how this differs from Computer Science, and what software roles are actually like, causing them to believe "I need to be good at math", or "tech isn't for me"
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These are hard problems, our mission is to build programs that help lift students over these multitudes of barriers.
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