Technical interviews are a common component of the hiring process for computing roles. Yet, students tend to struggle to navigate them, and faculty may not have held industry positions themselves or be familiar with what to expect. Accordingly, we created a program for educators to address these concerns, seeking to also explore what they may see as valuable for better preparing students for their future in the field. Throughout our inquiry, we applied the framework of Locke and Latham's framework of Goal-Setting Theory and the High-Performance Cycle. Data was collected from n=21 educators, using pre- and post-workshop surveys and a focus group (n=9). These were analyzed with descriptive statistics, content analysis, and reflexive thematic analysis. The educators spoke not only about the need to integrate training for the hiring process into their courses but also about the value of support and other forms of professional development. The description of our program and results are intended to offer insight for computing educators and administrators. Elaborating on how faculty may envision support fitting in across institutions can highlight the unique opportunities to further prepare students for professional success.
