GA Blog

A note from our CEO and co-founder, Jake Schwartz:

At General Assembly, we’ve been heads down for the past few months on a project I’m super excited about. Today, we are announcing the relaunch of our Web Development Immersive as Software Engineering Immersive (SEI).  

Keeping our courses tightly linked to market demand is at the core of our mission. It’s part of our commitment to ensuring our graduates can secure great jobs and build meaningful careers using their new skills. Over the years we’ve made countless updates, changes, and upgrades to many of our programs, but we’ve never taken the step to officially “relaunch” our programs to reflect all of the exciting updates that have taken shape over time.

Since 2012, General Assembly has trained more than 8000 adults through our Web Development Immersive — a rigorous full-time, three-month program with dedicated job support that prepares graduates for careers in tech. Relaunching this course as Software Engineering Immersive reflects the impactful changes we’ve made to our curriculum to fit the market demands we see.

Learn more about all of the cool changes we’ve made below — and stay tuned, there’s much more to come!

Why We Made the Switch

When General Assembly launched the Web Development Immersive back in 2012, nobody else was doing anything like it. The idea of offering a three-month, intensive experience teaching web development skills was met with skepticism. As Jake told Forbes, “Most people thought we were crazy. We were definitely going to fail. And to think now [this kind of talent development] is on the tip of everybody’s tongues.”

Over the past seven years, we’ve made many changes — big and small — in response to ongoing feedback from, and collaboration with, employers, practitioners, and students. This has included the integration of high-demand languages and frameworks like Ruby on Rails, Python, Django, Angular, and React to meet market needs, as well as the creation of flexible financing and format options to increase access for more individuals.

“Every step along the way, our network of instructors and employer partners have been responding to changes in the market,” says Ariana Dugan, director of Education Product Management. “With the change to a Software Engineering Immersive, we’re embracing and formalizing those changes in response to the reality that the market, and our program, have both evolved quite a bit since we first launched WDI.”

How We Did It

More than 10,000 people in 17 cities have participated in our Immersive training programs, which include our Data Science and User Experience Design Immersives. For those who make a career change, 94.1% of students who participate in our Career Services program secure a job within six months of course completion.

We knew that WDI grads were doing well as they pursued new careers. As Will Phillips, talent scout and graduate experience lead at ThoughtWorks, told us, “Over the years we have hired a number of General Assembly students into our business with great levels of success. The Web Development Immersive prepares students for our training program by providing them with a core foundation of technical and practical skills to build upon, enabling them to grow from strength to strength as invaluable employees.”

We also knew there were additional tools that would give our students an edge as the field of web development evolved. To determine how we’d tackle this progression, we looked at a number of factors:

• What roles are employers in the market looking to hire?
• What types of jobs are our graduates getting and with what titles?
• What are broader trends across the industry?
• And, most importantly, how can we synthesize all of this to ensure our students have the most relevant, in-demand skills they need to be successful?

Our team got to work analyzing the skills and concepts articulated on job postings, reviewing the types of jobs and titles our graduates secured, soliciting input from instructors and hiring managers, and exploring trends in the field.

“As web development has evolved, so have the tools and skills necessary to work in the field,” says Karolina Rafalski, General Assembly instructor lead and chair of our Product Advisory Board. “Companies have gone from desiring a static webpage that can elegantly display information to needing a web application that can respond to their clients’ needs in real time. While web developers used to only need HTML, CSS, and basic JavaScript, many developer positions are now expected to have a full suite of engineering skills in order to create complex, scalable web applications. We want to prepare students for satisfying, meaningful work in any context, which means preparing them with more software engineering skills than ever before.”

What’s Changed and What Hasn’t

The Software Engineering Immersive builds on the Web Development Immersive curriculum and adds in 30 hours of in-class and online instruction in computer science concepts. In the simplest terms, we’re arming our students with the theory behind how computers and applications work. The new content gives them the ability to describe the “why” behind what they’re doing as they create algorithms, data structures, and design patterns — concepts and skills already fundamental to the learning experience in WDI. The ability to understand and demonstrate the “why” is critical for succeeding in technical interviews, and we’ve developed a hands-on approach that digs into theory through mock interview questions and challenges.

In practice, our new content dives into recursion, sorting, search, linked lists, stacks and queues, sets, trees, search trees, graphs, hash tables, and design patterns, among others. With the addition of these baseline skills, students will be able to better contextualize their software knowledge within theoretical computer science frameworks taught in most undergraduate CS programs. Enhanced emphasis on practices such as version control, writing specifications, product development life cycle, design patterns, code refactoring, writing unit tests, and managing dependencies round out the competencies that today’s software engineers need on the job.

All of the core components of the General Assembly Web Development Immersive are staying the same. In addition to our award-winning approach to teaching full-stack development, we continue to equip students with dedicated job support from their first day of class, with opportunities in personal brand building, technical interview prep, exclusive networking events, portfolio development, job search roadmaps, and more. As always, we’re excited to provide students new capabilities to help them succeed in the classroom, throughout the job search, and in their new careers.

What’s Next

Our first official Software Engineering Immersive will launch in all GA markets around the globe on March 12. We’re also inviting current WDI students and recent alumni to access the new curriculum online. Read all about SEI, its new components, and frequently asked questions about the program here. If you have any questions, feel free to get in touch with us at admissions@ga.co.

In our rapidly changing world, one of the biggest challenges to continued economic growth is the skills gap, which is the difference between the skills employers are looking for, and the skills available among job-seekers. For individuals, the skills gap limits upward mobility and wage growth. For companies, it limits the ability to hire the teams needed to pursue commercial opportunities.

So what’s stopping the skills gap from being quickly solved? A core obstacle is that individuals don’t know what skills to learn given the lack of clear and consistent guidelines from employers and industries as a whole. When organizations are unsure about the skills they need, they often rely on pedigree (e.g., university degrees) or experience (e.g., previous job titles) in place of specifically stated competencies that drive new, digital functions.

This construct perpetuates the skills gap on both sides of the market. Employers constrain their own talent pipelines, as they only consider a fraction of candidates with skills that match their hiring needs. On the other hand, job-seekers underinvest in new skills, as they lack clear guidance on what qualifications are required to access new roles.

The skills gap continues to grow as more automation in the workplace intensifies the need for new skills across teams. A 2017 McKinsey Global Institute report cites that “in about 60 percent of occupations, at least one-third of the constituent activities could be automated.” To stay employable, individuals need to embrace a mindset of lifelong learning that enables them to upgrade their skills, and move into roles that support and complement new technologies.

These new patterns of learning need to be coupled with additional entry points to careers and objective skill requirements that facilitate workforce mobility. Similarly, the McKinsey report predicts that “8 to 9 percent of 2030 labor demand will be in new types of occupations that have not existed before.” Thus, we must ensure workers possess not only the tactical skills but also have mobility mechanisms in place to transition into these new jobs.

For mobility to scale, job-seekers need employers in a given field to align on a set of requirements that once met, provide access to employment opportunities. One example of this alignment has emerged from General Assembly’s Marketing Standards Board, a group of leaders across the consumer, technology, media, and academic sectors who are defining career paths and critical skills in marketing.

For the past year, the group has worked to provide transparency into the marketing profession. The Board started by creating a three-level framework that defines career paths in marketing. In tandem with these efforts, the board launched the Certified Marketer Level 1 (CM1) assessment, which aligns with the foundational level of the framework. The CM1 is recognized as a standard by a growing number of companies who use it to benchmark the skill levels of their teams. Benchmarking has also proven useful for employers who wish to define and diagnose critical skills across their organizations.

The CM1 is also being used as a standard in the hiring process. General Assembly brought together a group of over 30 companies, including Calvin Klein, L’Oreal, Pinterest, Priceline, and others to recognize the skills tested on the CM1 as a common set of requirements used in recruiting. Each company in this group agreed to interview high scorers on the assessment regardless of candidates’ background. This system of skills-based selection provides new career pathways for individuals who may otherwise be overlooked in a system dependent on pedigree and experience. Among job-seekers, we received tremendous interest in taking the CM1 as an entryway to guaranteed first-round interviews with these companies. Approximately 4000 individuals registered to take the CM1 in just a few weeks, and the top 10% of test-takers qualified for a guaranteed interview.

We were delighted but not surprised to see that top scorers came from diverse backgrounds — from college seniors entering the workforce, to career-switchers looking to get their foot in the door, to experienced marketers looking for a new challenge. Likewise, our previous research in The State of Skills: Digital Marketing 2018 report revealed that strong digital marketing talent can be found outside the marketing function, and from fields such as sales and technology. Moreover, this group of top scorers confirmed that experience doesn’t necessarily predict skills. Rather, giving all registrants the chance to demonstrate their skills using a clear set of skill requirements on the CM1 assessment can create access to new job opportunities.

As a result, our employer partners were able to expand the top of their recruiting funnels, and attract more qualified candidates. These employers are helping to address the skills gap in the industry by using a skills-based approach that increases the overall supply of qualified candidates considered for marketing jobs.

General Assembly’s mission has always been to provide transparent pathways to transformational careers. We’re thankful to the Marketing Standards Board and to the companies that have partnered with us to make strides in this direction. Together, we’re working to increase the transparency and openness of the workforce, broaden talent pools, and create more entry points for aspiring marketers around the world.

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GA’s Credentials team’s mission is to help people get recognized by employers for what they can do, no matter where they come from. To learn more and get involved, get in touch with us at credentials@ga.co. To learn more about the Marketing Standards Board and the CM1 assessment, visit https://generalassemb.ly/marketing-standards-board.

by Ashley Rudolph and Tom Ogletree

Embarking on a career change is a major investment. To say it’s a tough endeavor is an understatement, as it usually requires time, money, and effort to bridge skills gaps and make inroads in a new field.

At General Assembly, we’ve helped over 13,000 individuals launch new careers through our full-time Immersive programs in coding, data, and UX design. GA courses aren’t cheap, but they have a high return on investment and are specifically designed to prepare students to be successful and secure high-wage, high-potential roles as web developers, UX designers, and data scientists.

However, many students can’t afford this education out of pocket. About 40% of our full-time students use third-party funding sources — including loans, scholarships, GI Bill benefits, and government programs — to attend GA. There are more who would like to do the same, but half of those who apply for loans get turned down, and our pool of scholarship funding is not big enough to meet demand.

The reality is that many of our students already have debt from past education or credit cards that affects their ability to secure new financing. Today, the typical college student borrower graduates with an average of $22,000 in debt. A recent study revealed that over 30% of recent student borrowers are facing serious struggles with repaying debt loads. The combination of existing repayment obligations and the looming risk of default leaves many adults with extremely limited funds to devote to continuing education. It’s a frustrating cycle — individuals are stuck in low-paying jobs they don’t love, but they can’t afford the education that will fast-track them into a new line of work.

At GA, we never want finances to stand in the way of someone motivated enough to break into a new field. In order to create more access to our programs, we sought out new ways for career-changers to fund their education.

One concept that caught our attention was income share agreements (ISAs), a model of income-based repayment that’s gaining traction among education and training providers. After a year designing this program, we’re excited to launch Catalyst, GA’s ISA program. Since many people are curious about ISAs, we wanted to share some insight around why they’re a viable option for many students, regardless of their income, credit history, or background.

(You can read about how and why we created the Catalyst program in more detail in our white paper, Untapped Potential.)

How GA’s Catalyst ISA Program Works

The gist of the Catalyst program is this: Students can take a full-time GA Immersive course in web development, data science, or UX design at no upfront cost. After they graduate and land a job earning at least $40,000 annually, they’ll start paying back 10% of their income over 48 monthly payments.

We chose this income share amount because it’s comparable to what students might pay for a loan, based on our typical starting salaries. According to PayScale, average starting salaries for web developers are $54,365 nationally, and data from Climb Credit, one of our loan partners, shows that GA graduates report median starting salaries of $60,000 after taking an Immersive course.

Payments are maxed out at 1.5 times the initial cost of tuition (currently about $15,000), meaning that higher earners may end up paying as much as $22,425 total, while lower earners will pay less. We’re working with Vemo Education, the largest provider of ISAs in the United States, to manage the program’s day-to-day operations and administration.

We think these terms benefit career-changers for several reasons:

• Approval based on future potential. Many loan applicants get rejected because of low credit scores or other debt. Acceptance to Catalyst instead depends on students’ drive and readiness to thrive in the course and on the job.
• Employment first, payments later. Students can devote their time and energy to excelling in class and job searching — without the looming stress of upcoming payments.
• Career focus. ISAs and career support go hand in hand. GA’s Career Services team is dedicated to making sure students land a job in their field of study through one-on-one coaching, exclusive hiring events, networking opportunities, and more.
• Flexible career pathways. The $40,000 minimum salary allows students to accept a lower-paying job they’re passionate about, cultivate a freelance business, or even start their own company without the pressure of loan repayments.
• Life happens? Payments stop. Students can pause payments at any time if they stop working, whether due to unemployment or personal, family, or health-related reasons.

Our Approach to ISAs

We took a student centric, research-based approach in deciding whether to introduce ISAs. It was essential to develop a model that does not put the burden only on the student, but also ensures that GA is incentivized to help participants meet their career goals. First and foremost, we wanted to introduce an option that would be attractive to all individuals, regardless of income, credit history, or background.

Data from the ISA industry at large informed our approach to designing the Catalyst program, but our own unique experience serving thousands of students defined our terms. Here are some of the considerations we made while exploring ISAs as a payment option:

• Student feedback. We reached out to alumni to understand whether or not an ISA-type structure would be appealing to them. We learned what features resonated with our community and built them into our program. More than anything else, students valued not having to make payments while in school and during their job search.

• Current payment performance data and trends. After analyzing data from past GA applicants and students, we knew that affordability was still a frequent barrier. Loans, government funding, and scholarships are increasingly popular options for our community, but we couldn’t meet demand due to obstacles like a small scholarship pool and applicants’ inability to secure loans.

• A strong focus on career outcomes. It’s incredible what GA students can achieve after taking one of our full-time programs, regardless of their educational and professional backgrounds. We strongly believe that ISAs can’t work without outcomes-based programming, and GA’s Career Services team is solely focused on ensuring that students in our full-time courses have the tools they need to land a job after they graduate. We track student progress, have a Big Four accounting firm audit our job-placement data, and share our outcomes reports publicly every year.

• Likelihood of students’ success. Students’ actions prior to enrollment reliably indicate how they’ll perform in their course and job search. To ensure Catalyst participants are prepared, applicants must complete our admissions requirements, course pre-work, and a readiness assessment. Our data shows that good performance on the assessment is the best predictor of success in the program and the job search.

• Commitment to transparency. ISAs are new and we know there’s still a lot to learn about the model, but we’re optimistic. Because of this, we’re pledging to defining key success metrics and making it publicly available.

Thanks to funding from the investment firm Kennedy Lewis, we’re able to serve 5,000 students through the Catalyst program in the coming years. We chose to work with the company because of its alignment with our mission and the goals of the program. “The positive social impacts of ISAs are extensive because they align the quality of the education with the cost,” said David Chene, co-founder and managing partner at Kennedy Lewis. “ISAs avoid the debt trap associated with student loan debt as a student will never be asked to pay more than they can afford.”

We’ll learn a lot along the way and are committed to maintaining transparency with our students, our partners, and others interested in the future of ISAs for accelerated career training. We’ll share updates regularly as we learn, iterate, and improve so we can continue to create greater access to GA’s programs and empower people to pursue the work they love.

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Ashley Rudolph is GA’s Director of Consumer Operations and Financing, overseeing global campus operations, as well as General Assembly’s loan and income share agreement programs.

Tom Ogletree is Senior Director of Social Impact and External Affairs and manages GA’s communications, public affairs, and social impact initiatives.

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Since 2011, General Assembly has trained individuals and teams online and on campus through experiential education in the fields of coding, data, design, and business. We believe everyone should have access to leading-edge education that will transform their careers — and their lives. Learn more about our Catalyst ISA program and other financing options, and find out what we’re doing to break down barriers to employment, diversify the workforce, and close the skills gap.