Author Archives: General Assembly

Announcing Our New Course for Software Engineers



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

Untapped Potential: Funding Future Careers Through Income Share Agreements



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.


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.


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.

The Path to a Diverse, Vibrant Tech Community


CodeBridge General Assembly Per Scholas Graduation

Anthony Pegues, second from right, with Per Scholas CEO Plinio Ayala (far right), and fellow graduates from CodeBridge, a web development training partnership between General Assembly and Per Scholas.

Anthony Pegues was a part-time janitor in the suburbs of New York City who sought a way into a rewarding career. He saw tech — and web development specifically — as a viable path, but didn’t have the resources to get the skills he needed to be ready for a job in the field.

Unfortunately, Pegues’ situation is all too common. There are plenty of tech jobs available, and people who are eager to fill them. But many passionate, prospective developers from underserved and overlooked communities do not have the resources, time, or opportunities to pursue their passions and get the skills they need to transform their careers.

At General Assembly, our central mission is to create pathways so that everyone with the dedication and commitment to reshape their career can do so, regardless of their prior experience or ability to pay for the training they need to get there. To this end, we’ve spent the last few years launching and refining strategies and programs that break down barriers and contribute to the diversity of the tech sector.

But there’s still much more work to do.

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The Study of Data Science Lags in Gender and Racial Representation


data science gender race disparity

In the past few years, much attention has been drawn to the dearth of women and people of color in tech-related fields. A recent article in Forbes noted, “Women hold only about 26% of data jobs in the United States. There are a few reasons for the gender gap: a lack of STEM education for women early on in life, lack of mentorship for women in data science, and human resources rules and regulations not catching up to gender balance policies, to name a few.” Federal civil rights data further demonstrate that “black and Latino high school students are being shortchanged in their access to high-level math and science courses that could prepare them for college” and for careers in fields like data science.

As an education company offering tech-oriented courses at 20 campuses across the world, General Assembly is in a unique position to analyze the current crop of students looking to change the dynamics of the workplace.

Looking at GA data for our part-time programs (which typically reach students who already have jobs and are looking to expand their skill set as they pursue a promotion or a career shift), here’s what we found: While great strides have been made in fields like web development and user experience (UX) design, data science — a relatively newer concentration — still has a ways to go in terms of gender and racial equality.

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We Stand With the LGBTQ+ Community


LGBTQ Work Protection Statement

Individuals thrive professionally and personally when they can live openly and without fear. The strength and security of our communities — and economy — depends on it.

At General Assembly, we’re in the business of empowering people to pursue work they love and careers that allow them to realize their passions. We’re also big believers that when people bring their whole selves to work — and all the identities, experiences, and ideas that make them unique — they’re more productive, engaged, and innovative.

Apparently, the Department of Justice doesn’t agree. On the heels of the president’s surprise ban on transgender service members in the military, on July 26 the Department of Justice issued a brief that states that Title VII — the law that protects workers from sex discrimination — does not extend to the LGBTQ+ community.

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What Makes for Great Product Design?


User experience (UX) design separates a good product from a great product.

Harnessing skills like user research, wireframes, and prototyping, UX designers have a unique perspective when it comes to understanding the interactions between users, business goals, and visual and technology elements. For companies, their work fosters brand loyalty and repeat business. For consumers, it means frustration-free online experiences, intuitive mobile apps, efficient store layouts, and more.

Watch below, as design experts from The New York Times, PayPal, Zola, and other top companies share how they design simple, user-friendly, and beautiful products.

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