Whether working in academia, industry, or entertainment building a career means navigating a variety of challenges. The authors revisit a number of lessons learned while building systems (or records), how to transfer those lessons to new domains, how to turn your research skills on what you haven't learned yet, and build an extra curriculum for yourself.
By Henriette Cramer, Avriel Epps-Darling, March 2021
Computing is still a young discipline with new topics emerging daily, spawning an extended family of disciplines, which makes negotiating a curriculum an inherently fraught process that will not meet everybody's needs.
By Tony Clear, October 2018
The co-founder of VMware and Associate Professor of Computer Science at Stanford explains how an academic research project evolved into a commercial idea.
By Asaf Cidon, Tomer London, June 2012
Jessica Mah started her first company, internshipIN.com, at the age of 13, shortly after she began her studies in computer science at the University of California, Berkeley. Currently Product Architect and CEO of inDinero.com, which she co-founded during her undergraduate studies, she discusses the value of her computer science education and how it affected her entrepreneurial path.
By Christina Pop, June 2012
As you journey along your career path, how will you decide which way to turn when you reach the academia-industry fork in the road?
By Pierpaolo Baccichet, June 2012
By Sid Stamm, August 2004
By Kristina Winbladh, August 2004
By Diwaker Gupta, August 2004
By Jeremy Kindy, John Shuping, Patricia Yali Underhill, David John, March 2000
By Per Andersen, September 1999
Advances in computing have awakened a century old teaching philosophy: learner-centered education. This philosophy is founded on the premise that people learn best when engrossed in the topic, participating in activities that motivate learning and help them to synthesize their own understanding. We consider how the object-oriented design (OOD) learning tools developed by Rosson and Carroll [5] facilitate active learning of this sort. We observed sixteen students as they worked through a set of user interaction scenarios about a blackjack game. We discuss how the features of these learning tools influenced the students' efforts to learn the basic constructs of OOD.
By Hope D. Harley, Cheryl D. Seals, Mary Beth Rosson, September 1998
By Jason Hong, May 1998
By George Crawford, April 1998
By George Crawford, November 1997
