Development of animal facial recognition, presenting before experienced industrious people and incorporating recommendations to projects was a milestone in career building. From the exposure, it was possible to learn that it would be important to synthesis unit content deeply and view every scenario in three dimensions. It was possible to understand that skills gained from the unit courses are the same technical requirements in the industry . Being part of the team that developed an application that really impressed experienced and prominent people in the industry, skills gained from units proved really worthy. Units content are quire promising and should be taken with desired weight in order to be able to benefit from them. It is from units that are taken from both undergraduate and postgraduate level that developers would be able to get basics that are required by starters. Important to note is that, without basics from course units, it would not be possible to grow into elegant software developer . Each unit is required to equip target individual with required skills; some would train on critical thinking, professionalism in the industry, system implementation, testing techniques and documentation.
In this regard, it would be important to acknowledge the role of skills gained from class as well as translate it into meaningful solution that can solve real-life problem. To be industrious and marketable, critical thinking, taking challenge and dedication takes the center of the innovation and software development . Once these units are introduced, it is not possible to determine its application in the market. It only takes time for the learner to research intensively in order to unearth the benefits of having such a unit in the course of study. Once the need and the importance of the unit course has been evaluated and understood, it becomes easy for the learner to translate to solution problem. It was quite impressive to see how just a single and noble idea developed into demanding solution in the market. The idea could not be said to be generated and developed through application of skills acquired from one course unit. Integration of several course unit helps innovators to have diverse skills and experience which can be consolidated to solid problem solution . It would be possible to conclude that it does not take might to come up with innovation that can solve existing problem in the market.
Professional exposure was of great help on my career development because it was possible to learn from different scenarios. In my final semester project, it was able to gain some new skills and working experience required in the market. Implementation of my project in java and learning database development in SQL was a great milestone in the career. It was possible to understand that other software development languages such as Python and PHP are still useful in the market [1]. Being proficient in java which is a core development platform that support Object Oriented Programming, learning other language was quite easy. Similarly, project documentation skills was put into practice as it had been just learned from unit course without practicing facts in the market.
Acquired skills and experience serves as a resource in the market which is put on standby to solve an emergency issue. My experience would be applicable in software development companies. Technological innovation is usually driven by software development which solves an existing market problem. With these skills, it would be possible for me to analyze real-life scenario and convert it into solution. Similarly, the same experience can be applied to solve my business problems instead of outsourcing services that I can implement. Finally, project documentation is one of the important skills in the software development industry as many developers do not focus on documentation part. However, it is important to learn that software development should go hand in hand with documentation. Being an expertise in documentation would be a great opportunity to join experienced software developers.
It was very impressive to learn that most of the skills I have are quite marketable in the industry. From the exposure, it was possible to learn java is one of the software development technology which support millions of the current devices in the market. With most of the devices running in java, it would possible to automate processes that are managed via mobile phones. Most of the developers who took part in the presentations had implemented their projects in java which was a clear indication that, my skills and experience was promising and up to date with market requirements . Finally, documentation skills and experience was predominantly considered to be inadequate in the market which is an outstanding and competitive edge on my side.
Initially, it was a common understanding that studies are only meant to pass examinations. However, after the exposure I was able to reflect on the benefits realizable from taking studies as solution to business problem. It is obvious that approaching a course unit with purpose of coming up with solution could greatly change learning approach. Therefore, to be able to benefit from course units, I would change perception of the study from passing exams to solving business operations . In this regard, each course unit would serve as basis of discovering solution or supporting discovery of the solution. I would change my focus from examination centered to solving real-life problems. A good example can be deduced from the study of ethical practices which may seem irrelevant to the entire course but it helps software developers understand what is good and bad in the field.
It is a general phenomenon that most of the students would like to have excellent grades on papers without considering practical skills and experience. With this understanding, I would really recommend practical based assessments on technical course rather than theoretical examinations. It would be important for curriculum developers to understand the requirements of taking each course unit and plan it accordingly . For units that train software development, it is important to allocate more time to facilitate both theoretical and practical based classes. To make students learn and understand concepts, emphasis should be on practical based assessments on technical units and theoretical based on professional course units. With such considerations, it would be possible to develop quality experts and professionals in the market.
Having developed interest in software development, it is my aspirations to be a great software developer and integrator. Once I graduate to senior level, it would be my happiness to become a software consultant as well as IT project manager in my organization. This would help me to evaluate if there has been any change on modalities of teaching after some time. Having my software consultant company would help me enroll students for internships and use my technical experience to ascertain both practical and professional experience from students.
References
Aasheim, Cheryl, Jordan Shropshire, Lixin Li, and Christopher Kadlec. “Knowledge and skill requirements for entry-level IT workers: A longitudinal study.” Journal of Information Systems Education 23, no. 2, pp. 193, 2012.
Balestreri, Kathryn, Megan Sambolt, Chad Duhon, Becky Smerdon, and Joseph Harris. “The College and Career Readiness and Success Organizer.” College and Career Readiness and Success Center, 2014.
Bell, Alexander M., Raj Chetty, Xavier Jaravel, Neviana Petkova, and John Van Reenen. Who becomes an inventor in America? The importance of exposure to innovation. No. w24062. National Bureau of Economic Research, 2017.
Bender, Lisa, Gursimran S. Walia, Fabian Fagerholm, Max Pagels, Kendall E. Nygard, and Jurgen Münch. “Measurement of the Non-Technical Skills of Software Professionals: An Empirical Investigation.” In SEKE, 2014, pp. 478-483.
Garavan, Thomas N., Ronan Carbery, and Andrew Rock. “Mapping talent development: definition, scope and architecture.” European journal of training and development 36, no. 1, pp. 5-24, 2012.
Gullatt, Yvette, and Wendy Jan. “How do pre-collegiate academic outreach programs impact college-going among underrepresented students.” Washington, DC: Pathways to College Network Clearinghouse, 2003.
Hayden, Seth, Kathy Ledwith, Shengli Dong, and Mary Buzzetta. “Assessing the Career-Development Needs of Student Veterans: A Proposal for Career Interventions.” Professional Counselor 4, no. 2, pp. 129-138, 2014.
Kashefpakdel, Elnaz T., Anthony Mann, and Matteo Schleicher. “The Impact of Career Development Activities on Student Attitudes towards School Utility: An Analysis of Data from the Organization for Economic Co-operation and Development’s Programme for International Student Assessment (PISA).” 2016.
Mahboob, Usman, and Phillip Evans. “Key Steps for Managing Changes in the Curriculum.” Journal of the College of Physicians and Surgeons Pakistan 25, no. 2, pp. 85-86, 2015.
Sharp, Jason H., and Guido Lang. “Agile in Teaching and Learning: Conceptual Framework and Research Agenda.” Journal of Information Systems Education 29, no. 2, pp. 45-51, 2018.
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