Coding & CommunityFeb 02, 2016 09:15AM ● By Leo Adam Biga
Shonna Dorsey has merged an aptitude for technology with a desire to help others via Interface Web School, Omaha’s latest cyber-ed iteration. It’s not the first time she’s combined her entrepreneurial, networking, and community interests. She’s done that as a Leadership Omaha participant and as co-founder of the monthly Coffee and Code meet-up she hosts with Autumn Pruitt of Aromas Coffee.
Long tabbed a real comer, Dorsey’s been recognized with the 40 Under 40 Award from the Midlands Business Journal.
In 2013 she cofounded Interface with Dundee Venture Capital’s Mark Hasebroock and others. She serves as managing director of the school that houses in north downtown’s tech-haven, the Wareham Building.
The North High graduate studied technology at the University of Nebraska at Omaha, where she earned bachelor’s and master’s degrees.
“A turning point for me as a master’s student came working on a project for an organization that serves child abuse survivors—Project Harmony. Our small student team developed an application to store and monitor videos. That was such a meaningful project. It really sparked something to see that people can really benefit from what techies like us know and do. It made me think, ‘How can I do this and make it my career?’”
While working corporate jobs she mentored for Hasebroock’s startup accelerator Straight Shot. Before long, they formed Interface.
“I’ve always had a knack for saying, ‘OK, this is risky but I can see the reward on the other side.’ That was how I felt about Interface,” Dorsey recalls. “Even though it was definitely a huge leap of faith at the time it made sense when I looked at the market and what the needs were.”
Many tech jobs go unfilled in Nebraska due to a shortage of qualified prospects. Interface strives to bridge that gap.
“We’ve all been affected by this need for more talent in technology, whether it be web developers or project managers or user interface designers,” she articulated in a Nebraska Entrepreneurship video. “We wanted to put together a pretty intensive program people could go through—200 hours over 10 weeks.”
Dorsey concedes there are online services that teach coding, but she says many Interface students “have tried those tools and realized a more structured approach is necessary.” Among the benefits of a physical versus virtual class is having on-site mentors who personally “help you overcome hurdles and explain why your code isn’t working.”
Interface serves largely nontraditional students.
“Currently 80% are full-time employees,” and 10%, she says, are minorities. “Most are mid-career, late 20s-early 30s, just looking for a way to transition into a new career in web development or tech or to add more skills in order to add more value to their organization. We usually have a stay-at-home mom or two in every class.”
Interface requires that prospects complete an on-line application, in-person interview, and assessment.
“It’s been a really effective tool to gauge aptitude and motivation,” she says. “Those things help determine how successful applicants might be.”
Flexible, interactive class offerings are proving popular.
“Students complete weekly evaluations of their performance and how they feel about the class. It allows us to make tweaks and changes as they’re going through it. Students constantly apply what they learn, build on what they know. It’s all pretty hands-on. We’re able to get you to a level of proficiency where you’re marketable at the end.”
Students design actual applications, portals, and websites for nonprofits.
“That’s an important part of what we do. Students really get excited about creating something that is their own by applying what we’re teaching to something very specific. It’s pretty impactful knowing you’re helping organizations who otherwise couldn’t afford development work. It’s a great way for students to get experience working with a client and building a real-world product. It’s good for clients to understand what it’s like to work with developers.”
Developer-client interactions are just as critical as programming.
“There’s so much to web development that cannot be taught in a class. Even if you’re a great technologist, if you can’t work well with people it makes it difficult to stay employed or get promoted. Skills like collaboration, project management, and communication are important no matter what our students decide to do outside Interface.”
Dorsey says employers are hiring and promoting Interface grads. Some employers partner more directly with Interface.
“We’re happily surprised with how much traction we’ve gained in terms of employer support. We have several companies, including Hudl and Agape Red, that offer tuition reimbursement for our students.”
Dorsey and her partners have cultivated “close relationships” with the AIM Institute and the Greater Omaha Chamber. Additionally, Heartland Workforce Solutions provides financial assistance and Lendlayer offers tuition financing.
From the school’s inception Dorsey’s been its most public face through the networking and training she does.
“I started offering free workshops through the Omaha Public Library. It proved a great way to get Interface’s name out there and help people get exposed to web development and all the opportunities available. Since then I’ve transitioned to teaching at small startups almost every weekend. We’re starting to offer workshops outside Omaha.”
She says when Interface announced its bootcamp approach, some skeptics questioned its effectiveness.
“Our average reported starting salary is $51,000 after training with us.
“We’ve had students make $20,000 a year more in a new position. That’s a pretty incredible return on investment. So, the outcomes are real and what students are able to do is real and their jobs are real.”
For Dorsey, having a hand in making people tech-savvy and empowered is a heady thing.
“I really do enjoy it so much and I love what we’re able to do in terms of the life changes we help facilitate and get to witness. I could not ask for a better job.”
Visit interfaceschool.com to learn more.