Tracking Undergraduate Students' Perception of Early Exposure to Practical Computing Skills Over Time

This innovative practice full paper describes the impact of early exposure to practical computing skills on students' learning experiences. In a longitudinal study, we evaluated the effects of incorporating co-curricular activities and hands-on skills into the undergraduate Computer Science (CS) curriculum, while also tracking students' sustained interest and utilization of these skills over time. Over a three-year period, more than 900 students majoring in CS were surveyed at the end of a required introductory course (post-course survey) that introduced various computing practical skills. These skills, encompassing topics such as version control, SQL, command line tools, and web development, were strategically integrated into the course to enhance students' engagement and equip them for subsequent co-curricular computing endeavors. Students' interests in these topics were measured at the completion of the course and again re-evaluated during their senior year three years later (senior-year survey). In the senior year, over 500 students responded to the survey. Similar questions related to interest, motivation, and the use of skills were asked in this follow-up survey. The results of the post-course and senior-year surveys were compared at the aggregated level. We were also able to map the responses of 68 students individually and compare their post-course and senior-year survey responses. The results of the individual students were consistent with the overall aggregated data between post-course and senior-year data. Our data analysis offers information on the timing and occasion of students applying practical skills, their sentiments regarding co-curricular activities, and the favorable influence of practical skills on the overall student experience. As students mature and accumulate experiences in their academic journey, their perceptions about these early exposures and practical skills also evolve. By the time they reach their senior year, basic practical skills do not appear as crucial, given their acquired proficiency. Nevertheless, this observation is significant since educators may not always be attuned to the challenges faced by novice students, emphasizing the importance of early exposure. Additionally, our longitudinal results affirms that both the utility and interest levels persist over the span of their undergraduate degree, reinforcing sustained motivation.