In this paper, we explore graduates' characterisations of their learning experiences at university and beyond. Using a narrative methodology, we elicited life stories from graduates of the School of Computing at the University of Kent. We initially review and situate our approach within the wide variety of existing narrative approaches. Then, we turn to an aspect of the student experience that struck us as particularly significant: the "year in industry". We discuss the accounts of ten participants who completed a year in industry and highlight their perspectives of the effect it had on them. Finally, we propose a narrative construction of the concept of graduateness -of what it means to complete a university degree.
Free and Open Source Software (FOSS) has become an important segment of the computing industry and a source of innovation in software development. The open culture of FOSS projects where all project artifacts are accessible and communication is visible provides computing educators with an array of unique opportunities for student learning.However, FOSS projects can also present hurdles to instructors desiring to take advantage of these opportunities including the learning curve for FOSS culture, infrastructure and processes, difficulties in designing appropriate assignments, and more. This paper presents a model for faculty development based on experiences with prior academic and FOSS approaches to faculty development.
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