Investigating Community College to PhD: Developing Graduate Aspirations Among Upward Transfer Students in Computing and Technology

调查社区大学攻读博士学位：培养计算机和技术领域转学生的研究生抱负

• 批准号: 2044858
• 负责人: Jennifer Blaney
• 金额: $ 68.85万
• 依托单位: Northern Arizona University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-06 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2044858&HistoricalAwards=false
• 关键词: Investigating; Community; College; PhD; Developing

The study will investigate whether participation in early intervention positively predicts graduate school aspirations and enrollment among upward transfer community college computing students and whether this differs by gender, race/ethnicity, first generation college status, or socioeconomic status. The college study also will consider factors that shape their decision making. The intervention will be implemented across five campuses within the University of California system, tracking students from the time they transfer to one of the campuses through matriculation unto graduate programs in computing. By empirically examining the impact of different aspects of the intervention, the study will provide guidance for how to most efficiently promote graduate school aspirations and intentions among upward transfer students in computing and other STEM fields.Guided by Social Cognitive Career Theory (SCCT), the study will investigate four research questions: (1) Does participation in the early intervention program positively predict graduate school aspirations and enrollment among upward transfer computing students? Does this differ by gender, race/ethnicity, first-generation college status, or socioeconomic status? (2) What other post-transfer experiences predict graduate aspirations and enrollment among upward transfers in computing? (3) How do upward transfer students experience and make meaning of the early intervention program? And (4) How do upward transfer students aspire to graduate school in computing? What factors shape their decision making? Investigators will employ multiple methods to examine the longitudinal impact of the proposed intervention and a Staged Innovation Design to analyze the data. The project could inform the design of pathways from community college to doctoral programs in computing, thereby, diversifying the computing faculty. The award is funded by the EHR Core Research (ECR) program, STEM professional workforce development theme. ECR supports fundamental research that addresses STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该研究将调查参与早期干预是否积极预测研究生院的愿望和向上转移社区大学计算学生的入学率，以及这是否因性别，种族/民族，第一代大学地位或社会经济地位而异。大学研究还将考虑影响他们决策的因素。 这项干预措施将在加州大学系统的五个校区实施，从学生转学到其中一个校区，一直到大学预科到计算机专业的研究生课程，对他们进行跟踪。 通过实证研究干预的不同方面的影响，该研究将为如何最有效地促进计算机和其他STEM领域的向上转学学生的研究生入学愿望和意向提供指导。该研究将以社会认知职业理论（SCCT）为指导，探讨四个研究问题：（1）是否参与早期干预计划积极预测研究生院的愿望和向上转移计算学生的入学率？这是否因性别、种族/民族、第一代大学地位或社会经济地位而有所不同？(2)在计算机专业向上转学的学生中，还有哪些转学后的经历可以预测毕业生的志向和入学率？(3)升学学生如何体验早期介入计划，并使之有意义？（4）升学学生对计算机专业研究生的期望如何？ 哪些因素影响了他们的决策？研究人员将采用多种方法来检查拟议干预措施的纵向影响，并采用分阶段创新设计来分析数据。该项目可以为从社区大学到计算机博士课程的路径设计提供信息，从而使计算机教师多样化。该奖项由EHR核心研究（ECR）计划资助，STEM专业劳动力发展主题。ECR支持解决STEM学习和学习环境的基础研究，扩大STEM的参与，以及STEM劳动力发展。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。