Define the minimum viable graduate

[illicitonion]

We want to think about what the specific end-criteria we're aiming to pass onto our trainees (so that they can be readily employed after the course), both so that we can make sure we are teaching all of the things, and so that we can better test whether we've successfully passed on the knowledge.

Please contribute ideas for what desirable end-goals we should be! Ideally one idea/theme per discussion thread :)

[SallyMcGrath]

HTML

• can structure a semantic HTML document
• can write and edit paths to locate files
• can identify the DOM
• can use Devtools to interrogate the DOM

[SallyMcGrath]

CSS

• can predict the value/s on an element when shown a simple cascade of declarations
• can use Devtools to identify the computed value of a property
• can write a simple 100 line style sheet from a blank page

[SallyMcGrath]

Javascript (I guess we need to break this down into parts?) Core Language features

• can write a complete function that 1) accepts argument(s) and (2) returns the evaluation of (3) an expression where (4) variables are part of the expression from (5) a blank page
• can identify and fix incorrect syntax
• can refactor a function

[DomVinyard]

I wonder if we could consider breaking this down into Unit and Integration tests for an MVG.

Unit: as @SallyMcGrath described above (i.e. can refactor a function).

Integration: Can solve a miscellaneous 'problem' written in non technical language:

A client wants to get a list of all animals from an API and filter them to show only mammals with the letter 'E' in their name, displayed in a list with text that is big enough to read for people who have minor visual impairments.

Basically coursework style tasks, but specifically written to require minimal code, minimal instruction, and maximum understanding of different parts of the stack.

[SallyMcGrath]

Yes, interesting idea! /me nodding

We definitely need to write out as many specific and independent criteria as we can though - getting as many listed out as we can think of before we start on designing any kind of format is, I think desirable. Really saying as many as we can think of -- really throw a ton of things at this -- and the shape should begin to emerge. (We won't use it all - it's better to say too many than too few here.)

[SallyMcGrath]

In this thread:

Thinking on things on our MVG that we do not teach and that we actively choose not to teach
@40thieves

[40thieves]

Thanks for starting this, Sally 🙂

For context, I brought up Redux as a topic that might be desirable to employers (pretty sure it will be at least for the next couple of years).

However, I think it's important that trainees start to learn things by themselves with reduced or no volunteer support (i.e. no explicit lessons). The reality is that they'll have to learn by themselves shortly after graduation.

In my opinion, Redux is a good topic for trainees to learn with reduced volunteer support (specifically, no taught content):

• After the React module, trainees should know everything they need to learn it
• It's really well documented/taught (by official and non-official sources)

I'd be interested to gather opinions on other topics that would be good for trainees to learn by themselves.

[SallyMcGrath]

It's also maybe useful to know what the Skills Framework for the Information Age defines (very generally!) so here are those definitions

Programming/software development: Level 3

https://sfia-online.org/en/sfia-7/skills/programming-software-development
Designs, codes, verifies, tests, documents, amends and refactors moderately complex programs/scripts. Applies agreed standards and tools, to achieve a well-engineered result. Collaborates in reviews of work with others as appropriate.

Also possible diversified outcomes, same level:

Testing: Level 3

Reviews requirements and specifications, and defines test conditions. Designs test cases and test scripts under own direction, mapping back to pre-determined criteria, recording and reporting outcomes. Analyses and reports test activities and results. Identifies and reports issues and risks associated with own work.

User experience design: Level 3

Applies tools and methods to design and develop users' digital and off-line tasks, interactions and interfaces to meet agreed usability and accessibility requirements for selected system, product or service components. Creates workable prototypes. Assists, as part of a team, on overall user experience design. Assists in the evaluation of design options and trade-offs. Consistently applies visual design and branding guidelines.

Software design: Level 3

Undertakes complete design of moderately complex software applications or components applying agreed standards, patterns and tools. Assists as part of a team in the design of components of larger software systems. Specifies user and/or system interfaces. Creates multiple design views to address the concerns of the different stakeholders of the design and to handle separately functional and non-functional requirements. Assists in the evaluation of options and trade-offs. Collaborates in reviews of work with others as appropriate.

[SallyMcGrath]

Portfolio, programme and project support: Level 3

https://sfia-online.org/en/sfia-7/skills/portfolio-programme-and-project-support
Uses recommended portfolio, programme and project control solutions for planning, scheduling and tracking. Sets up project files, compiles and distributes reports. Provides administrative services to project boards, project assurance teams and quality review meetings. Provides guidance on project management software, procedures, processes, tools and techniques.

Notes: possible alternative track through FP -- most achievable in this list

Quality assurance: Level 3

https://sfia-online.org/en/sfia-7/skills/quality-assurance
Contributes to the collection of evidence and the conduct of formal audits or reviews of activities, processes, data, products or services. Examines records for evidence that appropriate testing and other quality control activities have taken place and determines compliance with organisational directives, standards and procedures. Identifies non-compliances, non-conformances and abnormal occurrences.

Notes: a possible alternative track through Final Projects

Project management: Level 4

https://sfia-online.org/en/sfia-7/skills/project-management
Defines, documents and carries out small projects or sub-projects (typically less than six months, with limited budget, limited interdependency with other projects, and no significant strategic impact), alone or with a small team, actively participating in all phases. Identifies, assesses and manages risks to the success of the project. Applies appropriate project management methods and tools whether predictive (plan-driven) approaches or adaptive (iterative/agile) approaches. Agrees project approach with stakeholders, and prepares realistic plans (including quality, risk and communications plans) and tracks activities against the project schedule, managing stakeholder involvement as appropriate. Monitors costs, timescales and resources used, and takes action where these deviate from agreed tolerances. Ensures that own projects are formally closed and, where appropriate, subsequently reviewed, and that lessons learned are recorded.

Notes: The lowest listed level in PM on SFIA is basically taking on a TP volunteer's role. This is challenging and I think only feasible through fellowship.

[illicitonion]

Problem solving/approaching/design

Given a description of a high-level website design (e.g. "Design and implement https://calendly.com/"), a graduate can:

• Identify core user workflows
• Anticipate edge-cases they are likely to need to consider
• Break down the problem into frontend and backend responsibilities
• Sketch out at least one (ideally more than one) visual layout concept
• Break down a frontend design into components
• Break down the backend into an API layer and a persistence layer
• Give enough consideration to security to keep user data private to the relevant user
• Convincingly discuss how they would handle error and high-level race conditions (e.g. two people trying to book the same calendar slot at the same time - not guarding data with mutexes!)