Academic Journal
Exploring the pathways: Using transition theory to understand the strategies undergraduate computing students leverage as transfer students
| العنوان: | Exploring the pathways: Using transition theory to understand the strategies undergraduate computing students leverage as transfer students |
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| المؤلفون: | Jasmine Batten, Alexandra Strong, Monique Ross, Elodie Billionniere, Myrian Herlle |
| المصدر: | 2022 ASEE Annual Conference & Exposition, Minneapolis, MN |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2022 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| الوصف: | As described in this Complete Research paper, prior research suggests that to diversify the computer science profession, educational scholars need to investigate and explore alternative pathways into the field. The 2-year to 4-year institutional pathway can serve as one such pathway, mainly due to the pragmatic allure of a 2-year program to first-generation college students—including but not limited to Black and Hispanic students. This research inquiry explored the unique and often symbiotic relationship between one 2-year college and one 4-year university. To better understand this alternative pathway, the following research questions were posed: 1) what are the experiences of students at critical transition points from a 2-year college to 4-year computer science programs, 2) what are the strategies invoked by students that help their transitions, and 3) what types of support do students use and benefit from during their transitions? To answer these questions, we leveraged a cross-sectional approach to explore the perspectives at multiple points within the 2-year to 4-year institutional pathway. While a longitudinal study would observe one subject over a period of time, often taking years, a cross-sectional inquiry observes multiple subjects on the same trajectory at different snapshots of time. To further ground the study, we used Anderson, Goodman, and Schlossberg’s Transition Theory as the guiding and analytical frameworks. The team identified three critical transition points along the pathway to a bachelor of science in computer science: the start of the 2-year institution, the end of a 2-year institution, and the start of a 4-year institution. We then recruited students who were at each of those transition points, resulting in ten student interviews. We found that students utilized a variety of constructive coping strategies and support structures that enabled them to successfully make their way through a computer science 2-year to 4-year institutional pathway. Strong partnerships, including transfer ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--41428 |
| الاتاحة: | http://peer.asee.org/41428 https://doi.org/10.18260/1-2--41428 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.85213ED0 |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--41428 |
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