Navigating the Curricular Maze: Examining the Complexities of Articulated Pathways for Transfer Students in Engineering
Navigating the Curricular Maze: Examining the Complexities of Articulated Pathways for Transfer Students in Engineering
复制标题
穿越课程迷宫：检查工程转学生衔接途径的复杂性
DOI：
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发表时间：
2020
影响因子：
1
通讯作者：
B. Watford
中科院分区：
文献类型：
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作者：
Dustin M. Grote;D. Knight;Walter C. Lee;B. Watford
摘要国家和机构采用衔接协议，以精简课程途径。我们调查的有效性，精简考虑如何课程序列，制定通过前和共同进修，涉及到转学生在不同的时间间隔的毕业率。应用课程复杂性框架，量化的课程途径的复杂性，我们比较了课程的复杂性转移和第一次在大学（FTIC）的途径在工程和相关的复杂性分数与毕业率在不同的时间间隔。在这项研究中考察的机构包括大西洋中部的研究型大学和四个最大的支线社区学院地理分布在整个国家。我们发现，总的来说，转学生途径比FTIC途径不那么复杂，尽管复杂性指标在工程学科和发送机构之间存在差异。虽然课程的复杂性与FTIC学生在不同时间段的毕业率相关，但对于转学生来说，这种关系并不成立。课程复杂性度量有助于理解FTIC学生在工程中遇到的复杂性，并与他们在不同时间间隔的毕业率相关。然而，该工具福尔斯未能捕捉转学生课程复杂性的一些细微差别。我们建议如何提高度量，以描绘转学生课程的复杂性。
ABSTRACT States and institutions employ articulation agreements to streamline curricular pathways. We investigate the efficacy of that streamlining by considering how course sequences, enacted through pre- and co-requisites, relate to graduation rates for transfer students at different time intervals. Applying a curricular complexity framework that quantifies the complexities of curriculum pathways, we compared the curricular complexities of transfer and first-time-in-college (FTIC) pathways in engineering and correlate those complexity scores with graduation rates at different time intervals. The institutions examined in this study include a mid-Atlantic research university and four of its largest feeder community colleges geographically distributed across the state. We found that, in aggregate, transfer student pathways are less complex than FTIC pathways, although complexity metrics vary across engineering disciplines and sending institutions. Although curricular complexity correlates with graduation rates for FTIC students at different time intervals, the same relationship does not hold for transfer students. The curricular complexity metric is useful for understanding the complexity FTIC students encounter in engineering and correlates with their graduation rates at different time intervals. However, the tool falls short of capturing some nuances of curricular complexity for transfer students. We suggest ways to enhance the metric to depict complexities in curriculum for transfer students.