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: 1643931
• 负责人: Kenneth Christensen
• 金额: $ 152.73万
• 依托单位: University of South Florida
• 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=1643931&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途径）项目将在计算机科学，信息技术和计算机工程的IT相关学科中招募，保留和提供奖学金以及课程和课外支持。 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学科学位的学生的保留率，学生成功和毕业； （2）实施一种学生参与模型，影响招聘，保留，学生成功，学术和职业途径以及获得这些学科学位的学生的学位； （3）有助于为学生的有效循证课程/课外活动的实施和可持续性。 在佛罗里达州议会委员会的赠款的基础上，项目活动包括为基础课程提供辅导；侵入性学术建议；教师，工业和同伴指导；以及学术和职业道路支持。 预计参与项目活动将使Flit Path学生的毕业率提高20％。 该项目将招募两个学生。 队列A将由赠款的1年和2年的54名大学生组成。 B队每年将由大学高年级学生组成69名，他们有潜力和兴趣在一年内毕业。 Flit-Path将影响正在攻读计算机科学，信息技术和计算机工程学位的453名学生。混合方法解释性研究设计包括一项纵向定量研究，然后进行了定性纵向现象学研究，旨在研究定量数据中观察到的模式。 这项纵向定量研究研究了学生的持久性，计算身份，保留，毕业和工作安置的变化与非平路学生相比。将研究项目中特定的经验与结果的变化水平之间的关系。 指导研究问题是（1）与项目相关的经历对学生的持久性，计算身份和成功成果的相对和累积影响是什么？ 这些效果对代表性不足的学生的学生有所不同吗？ （2）该计划中社会和经济支持的相对和累积影响是什么？ （3）对于观察到的特定效果，该计划中的学生如何进行这些类型的活动，为什么它们会影响特定的教育成果？此外，该项目将调查促进和阻碍三所大学的协作努力的支持和障碍，从而创造了围绕学生参与度和机构之间可持续合作伙伴关系的“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

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

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

Computing Pathways: A quantitative inquiry into the dynamic pathways of students in computing with gender comparisons

• DOI: 10.18260/1-2--34322
• 发表时间: 2020
• 作者: Maral Kargarmoakhar;Mrs. Monique;S. Ross;Prof. Zahra Hazari;Zahra Hazari;Dr. Mark A Weiss;Dr. Michael Georgiopoulos;Dr. Ken Christensen;Mrs. Tiana Solis;Tiana Solis