Community College to Ph.D. Pathways in Computing
Supported by the National Science Foundation (#2044858), this mixed-methods study will examine pathways from community colleges to computing Ph.D. programs, with the larger goal of diversifying the computing professoriate. Utilizing a sample of community college transfer students in computing majors across five research universities, we will empirically test the efficacy of an intervention to transfer orientation and academic advising developed to foster graduate school intentions. Additionally, we will utilize longitudinal surveys and interviews to explore other factors that shape key outcomes for upward transfer computing students, focusing on implications for how to advance equity and broaden access to computing graduate programs.
Dr. Blaney serves as the PI for this project, working in collaboration with Co-PI Dr. David Feldon, Professor of Instructional Technology and Learning Sciences at Utah State University. You can read more about the project here.
Supported by the National Science Foundation (#2044858), this mixed-methods study will examine pathways from community colleges to computing Ph.D. programs, with the larger goal of diversifying the computing professoriate. Utilizing a sample of community college transfer students in computing majors across five research universities, we will empirically test the efficacy of an intervention to transfer orientation and academic advising developed to foster graduate school intentions. Additionally, we will utilize longitudinal surveys and interviews to explore other factors that shape key outcomes for upward transfer computing students, focusing on implications for how to advance equity and broaden access to computing graduate programs.
Dr. Blaney serves as the PI for this project, working in collaboration with Co-PI Dr. David Feldon, Professor of Instructional Technology and Learning Sciences at Utah State University. You can read more about the project here.
Project Updates and Announcements
Dr. Annie Wofford recently joined the project team as a Postdoctoral Scholar. Dr. Wofford earned her Ph.D. in Higher Education and Organizational Change at the University of California, Los Angeles. Her research primarily explores inequities in STEM students' graduate school and career-related trajectories, with an emphasis on creating equity-minded processes in pathways to and through STEM graduate education. Wofford's dissertation research used quantitative and qualitative methods to critically investigate the role of mentorship and psychosocial attributes in students' graduate school trajectories within computing disciplines. During her doctoral training, Wofford served as the project lead of longitudinal surveys for the Building, Recruiting, and Inclusion for Diversity (BRAID) research project, a nationwide study of equity in collegiate computing.
Dr. Annie Wofford recently joined the project team as a Postdoctoral Scholar. Dr. Wofford earned her Ph.D. in Higher Education and Organizational Change at the University of California, Los Angeles. Her research primarily explores inequities in STEM students' graduate school and career-related trajectories, with an emphasis on creating equity-minded processes in pathways to and through STEM graduate education. Wofford's dissertation research used quantitative and qualitative methods to critically investigate the role of mentorship and psychosocial attributes in students' graduate school trajectories within computing disciplines. During her doctoral training, Wofford served as the project lead of longitudinal surveys for the Building, Recruiting, and Inclusion for Diversity (BRAID) research project, a nationwide study of equity in collegiate computing.