Collaborative Research: Florida IT Pathways to Success (Flit-Path)

协作研究：佛罗里达 IT 成功之路 (Flit-Path)

• 批准号: 1643835
• 负责人: Michael Georgiopoulos
• 金额: $ 152.73万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1643835&HistoricalAwards=false
• 关键词: Collaborative; Research; Florida; Pathways; Success

The S-STEM Flit-Path (Florida IT Pathways) project will recruit, retain, and provide scholarships and curricular and co-curricular support to academically talented students with financial need in the IT related disciplines of Computer Science, Information Technology, and Computer Engineering. The goals of the project are to (1) increase retention, student success, and graduation of students who pursue a degree in the Computer Science, Information Technology, and Computer Engineering disciplines; (2) implement a model of student engagement that affects the recruitment, retention, student success, academic and career pathways, and degree attainment of students pursing a degree in these disciplines; and (3) contribute to the implementation and sustainability of effective evidence-based curricular/co-curricular activities for its students. Building on a grant from the Florida State Board of Governors, project activities include tutoring for foundation courses; intrusive academic advising; faculty, industry, and peer mentoring; and academic and career pathway support. Participation in project activities is expected to increase the graduation rate for Flit Path students by 20%. The project will recruit two cohorts of students. Cohort A will be comprised of 54 first time college students in each of Years 1 and 2 of the grant. Cohort B will be comprised of 69 first time in college senior students each year, who have the potential and interest in graduating within one year's time. Flit-Path will impact 453 students who are pursuing degrees in Computer Science, Information Technology, and Computer Engineering.The mixed methods explanatory research design includes a longitudinal quantitative study followed by a qualitative longitudinal phenomenological study that is designed to investigate patterns observed in the quantitative data. The longitudinal quantitative study examines changes in students' persistence, computing identity, retention, graduation, and job placement of Flit-Path students compared to non-Flit-Path students. The relationships among particular experiences in the project and levels of change in the outcomes will be examined. The guiding research questions are (1) What are the relative and cumulative effects of project-related experiences on students' persistence, computing identity, and success outcomes? Are these effects different for students from underrepresented groups? (2) What are the relative and cumulative effects of social and economic supports within the program? (3) For specific effects observed, how are these types of activities experienced by students in the program and why might they affect particular educational outcomes? In addition, the project will investigate the supports and barriers that facilitate and impede a collaborative effort across three universities that creates a "community of practice" around student engagement and a sustainable partnership among institutions.

S-STEM Flit-Path(佛罗里达IT路径)项目将招收、保留并为计算机科学、信息技术和计算机工程等与IT相关学科的有经济需要的学术天赋学生提供奖学金、课程和联合课程支持。该项目的目标是(1)提高攻读计算机科学、信息技术和计算机工程专业学位的学生的留校率、学生成就率和毕业率；(2)实施学生参与模式，影响攻读这些学科学位的学生的招生、留校、学生成功、学术和职业道路以及学位获得；以及(3)促进其学生有效的循证课程/联合课程活动的实施和可持续性。在佛罗里达州理事会的拨款基础上，项目活动包括基础课程的辅导；侵入性的学术建议；教师、行业和同行指导；以及学术和职业道路支持。参加项目活动预计将使Fit Path学生的毕业率提高20%。该项目将招收两批学生。A组将由54名第一年和第二年的第一次获得助学金的大学生组成。B组将由每年69名有潜力和有兴趣在一年内毕业的大四学生组成。Fit-Path将影响453名正在攻读计算机科学、信息技术和计算机工程学位的学生。混合方法解释性研究设计包括纵向定量研究，然后是定性纵向现象学研究，旨在调查定量数据中观察到的模式。这项纵向定量研究与非飞行路径学生相比，考察了飞行路径学生在坚持性、计算身份、保持、毕业和就业安置方面的变化。将审查项目中的特定经验与成果变化程度之间的关系。指导性研究问题是(1)项目相关体验对学生的持久力、计算认同感和成功结果有什么相对和累积的影响？这些影响对来自代表性不足群体的学生是否不同？(2)该计划内社会和经济支持的相对和累积影响是什么？(3)对于观察到的特定影响，该计划中的学生如何体验这些类型的活动，为什么它们可能会影响特定的教育结果？此外，该项目将调查促进和阻碍三所大学之间的合作努力的支持和障碍，这三所大学围绕学生参与和机构之间的可持续伙伴关系创建了一个“实践社区”。

项目成果

Examining the Computing Identity of High-Achieving Underserved Computing Students on the Basis of Gender, Field, and Year in School

根据性别、领域和在校年级检查成绩优异、服务不足的计算机学生的计算机身份

• 发表时间: 2018
• 期刊: The Collaborative Network for Engineering and Computing Diversity Conference (CoNECD
• 作者: Garcia, A.;Ross, M.;Hazari, Z.;Solis, T.;Weiss, M.;Christensen, K.;Georgiopoulos, M.
• 通讯作者: Georgiopoulos, M.

How Do Educational Experiences Predict Computing Identity?

教育经历如何预测计算身份？

• 发表时间: 2022
• 期刊: ACM transactions on computing education
• 影响因子: 2.4
• 作者: Lunn, Stephanie;Ross, Monique;Hazari, Zahara;Weiss, Mark;Georgiopoulos, Michael;Christensen, Ken
• 通讯作者: Christensen, Ken

Impact of Social and Programmatic Experiences on Students’ Interest in Pursuing a Graduate Degree in a Computing Field

社交和项目体验对学生攻读计算机领域研究生学位的兴趣的影响

• 发表时间: 2021
• 期刊: 2021 ASEE Annual Conference
• 作者: Maral Kargarmoakhar, Stephanie Jill

A Structural Equation Model Analysis of Computing Identity Sub-Constructs and Student Academic Persistence

计算身份子结构与学生学业持久性的结构方程模型分析

• DOI: 10.1109/fie.2018.8658378
• 发表时间: 2018
• 期刊: IEEE Frontiers in Education Conference (FIE
• 作者: Taheri, Mohsen;Ross, Monique;Hazari, Zahra;Weiss, Mark;Georgiopoulos, Michael;Christensen, Ken;Solis, Tiana;Garcia, Atalie;Chari, Deepa
• 通讯作者: Chari, Deepa

Understanding the Experiences that Contribute to the Inclusion of Underrepresented Groups in Computing

了解有助于将代表性不足的群体纳入计算领域的经验

• 发表时间: 2020
• 期刊: 2020 IEEE Frontiers in Education Conference (FIE
• 作者: Maral Kargarmoakhar, Stephanie Lunn