skip to main content

Explore Research Products in the NSF-PAR

  • NSF Public Access
  • Search Results
  • Attitudes about Cybersecurity Articulation Agreements and Transfer Students: A Statewide Survey of Faculty and Advisors.
Title: Attitudes about Cybersecurity Articulation Agreements and Transfer Students: A Statewide Survey of Faculty and Advisors.
In this study, cybersecurity faculty and academic advisors from community colleges and 4-year universities in the southeast region of the United States completed a survey assessing attitudes about and support for articulation agreements and related transfer policies. Hypothesizing that professional structures shape attitudes and experiences, the researchers conducted an exploratory quantitative study with primarily descriptive analyses. The results reveal differences in attitudes between community college and 4-year stakeholders and between faculty and academic advisors. The results of this study are discussed in relation to faculty and advisor training and communication.  more » « less
Award ID(s):
1914613
NSF-PAR ID:
10380045
Author(s) / Creator(s):
Date Published:
Journal Name:
NACADA journal
Issue:
21-30
ISSN:
0271-9517
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ( , Community College Review)
    Introduction:

    While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions.

     Objectives:

    The purpose of this article is to illuminate Black engineering students’ experiences at community colleges in order to understand ways in which they engage different types of 2-year institutional support.

     Methods:

    We draw from data obtained through a series of focus groups and interviews facilitated between fall 2018 and fall 2019 with 13 engineering undergraduates.

     Results:

    Findings include evidence of important connections with faculty at 2-year colleges, such as positive engagement with them inside the classroom, as well as during office hours and general advising. In addition, we describe support from academic advisors regarding transfer pathways, as well as from campus staff who helped identify scholarships or other valuable resources on campus.

     Conclusion:

    We offer implications and conclusions that highlight the tremendous capacity of community colleges to support and educate future Black engineers. We also discuss the significance of underrepresented students of color working closely with faculty, adding that research to date notes that these interactions often tenuous for underrepresented racial and ethnic minorities. Finally, we discuss ways in which our results can inform the broader landscape of undergraduate engineering education, which—like other STEM fields—has often created unwelcoming and competitive environments that lead to student attrition for students from all demographic backgrounds.

     
    more » « less
  2. ; ; ; ; ; ; ; ; ; ; et al ( , 2021 ASEE Virtual Annual Conference Content Access)
    This work in progress (WIP) paper shares experiences and lessons learned from the first three years in the development and implementation of a model to improve the preparation and transition of Hispanic STEM doctoral students into community college (CC) faculty positions by the Hispanic Alliance for the Graduate Education and the Professoriate (H-AGEP). This is a collaborative effort between the City College of New York (CCNY) and The University of Texas at El Paso (UTEP) in partnership with El Paso CC (EPCC), LaGuardia CC (LaCC), and Queensborough CC (QCC). The proposed model addresses the important need of recruiting more Hispanic faculty at CC who can serve as outstanding teachers, mentors and role models to students at CC. Over 50% of Hispanics start their college journey at a community college while less than 5% of faculty in higher education is from Hispanic backgrounds. Increasing the can increase the number of Hispanic who receive degrees from community college and who transfer to 4 year institutions to obtain degrees in STEM. Higher representation of faculty from Hispanic and other racial/ethnic groups on campus have a positive impact on underrepresented minority student’s success when measured in grades and course completions as well as retention and degree completion. The lessons learned came from a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis performed as part of a self-study conducted in December 2020. The study included H-AGEP fellows, CCNY and UTEP participant faculty, dissertation advisors, and CC faculty mentors. The lessons learned provide important feedback for program improvement as well as information to teams who may be interested in developing alliances and collaborations with similar goals. A key result of the assessment is the value that CC partners bring in supporting teaching training and in providing a positive perspective on careers at community college to the participating doctoral students. The paper presents a brief summary of the H-AGEP model. Then it summarizes the findings from the self-study and concludes with the lessons learned from the process. 
    more » « less
  3. ( , 2021 ASEE Annual Conference)
    This work in progress (WIP) paper shares experiences and lessons learned from the first three years in the development and implementation of a model to improve the preparation and transition of Hispanic STEM doctoral students into community college (CC) faculty positions by the Hispanic Alliance for the Graduate Education and the Professoriate (H-AGEP). This is a collaborative effort between the City College of New York (CCNY) and The University of Texas at El Paso (UTEP) in partnership with El Paso CC (EPCC), LaGuardia CC (LaCC), and Queensborough CC (QCC). The proposed model addresses the important need of recruiting more Hispanic faculty at CC who can serve as outstanding teachers, mentors and role models to students at CC. Over 50% of Hispanics start their college journey at a community college while less than 5% of faculty in higher education is from Hispanic backgrounds. Increasing the can increase the number of Hispanic who receive degrees from community college and who transfer to 4 year institutions to obtain degrees in STEM. Higher representation of faculty from Hispanic and other racial/ethnic groups on campus have a positive impact on underrepresented minority student’s success when measured in grades and course completions as well as retention and degree completion. The lessons learned came from a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis performed as part of a self-study conducted in December 2020. The study included HAGEP fellows, CCNY and UTEP participant faculty, dissertation advisors, and CC faculty mentors. The lessons learned provide important feedback for program improvement as well as information to teams who may be interested in developing alliances and collaborations with similar goals. A key result of the assessment is the value that CC partners bring in supporting teaching training and in providing a positive perspective on careers at community college to the participating doctoral students. The paper presents a brief summary of the H-AGEP model. Then it summarizes the findings from the self-study and concludes with the lessons learned from the process. 
    more » « less
  4. ; ; ; ; ( , 2023 ASEE Annual Conference & Exposition)
    In STEM education, many 4-year colleges and universities now get most of their students from community colleges. Students who transfer from community colleges, especially those who are underrepresented, often face problems, such as deciding whether or not to transfer, getting academic and non-academic support during the transfer, and finding a job. Also, program advisors at both 2-year and 4-year colleges and universities face problems because they need to know how their students make transfer decisions and how to help them be successful post-transfer. A data-driven and survey-based study will help establish a solid understanding of the underlying elements contributing to these challenges. In this paper, the researchers first conduct a literature review to identify the critical personal and academic factors that influence the transfer decision, particularly for students from traditionally disadvantaged groups. Secondly, an exploratory analysis of these factors was performed by inviting a small group of computing major students from both community colleges and universities to participate in a survey that includes a wide range of questions, from demographics and pre-transfer decisions to post-transfer performance. The preliminary findings indicated that financial challenges, university reputation, university location, job prospects, and family expectations are the primary factors influencing student transfer decisions. The findings of the study can be beneficial to underrepresented transfer students, their advisors, and other stakeholders in higher education. 
    more » « less
  5. ; ; ( , ASEE annual conference & exposition)
    Research has shown that student achievement is influenced by their access to, or possession of, various forms of capital. These forms of capital include financial capital, academic capital (prior academic preparation and access to academic support services), cultural capital (the attitudes, knowledge, and behaviors related to education which students are exposed to by members of their family or community), and social capital (the resources students have access to as a result of being members of groups or networks). For community college students, many with high financial need and the first in their families to go to college (especially those from underrepresented minority groups), developing programs to increase access to these various forms of capital is critical to their success. This paper describes how a small federally designated Hispanic-serving community college has developed a scholarship program for financially needy community college students intending to transfer to a four-year institution to pursue a bachelor’s degree in a STEM field. Developed through a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant, the program involves a collaboration among STEM faculty, college staff, administrators, student organizations, and partners in industry, four-year institutions, local high schools, and professional organizations. In addition to providing financial support through the scholarships, student access to academic capital is increased through an intensive math review program, tutoring, study groups, supplemental instruction, and research internship opportunities. Access to cultural and social capital is increased by providing scholars with faculty mentors; engaging students with STEM faculty, university researchers, and industry professionals through field trips, summer internships, professional organizations, and student clubs; supporting student and faculty participation at professional conferences, and providing opportunities for students and their families to interact with faculty and staff. The paper details the development of the program, and its impact over the last five years on enhancing the success of STEM students as determined from data on student participation in various program activities, student attitudinal and self-efficacy surveys, and academic performance including persistence, retention, transfer and graduation. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email