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Upward mobility for underrepresented students: a model for a cohort-based bachelor's degree in computer science

Authors:

Sathya Narayanan,

Kathryn Cunningham,

William J. Welch,

Leslie Maxwell,

Zechariah Chawinga,

Bude SuAuthors Info & Claims

ACM Inroads, Volume 9, Issue 2

Pages 72 - 78

https://doi.org/10.1145/3210555

Published: 27 April 2018 Publication History

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Abstract

CSin3 is a cohort-based, three-year computer science bachelor's degree program that has increased graduation rates of traditionally underrepresented computer science students. A collaborative effort between a community college and a public university, CSin3 provides a clear pathway for upward socio-economic mobility into the high-paying technology industry. CSin3 students are 90% from traditionally underrepresented groups, 80% first-generation, 32% female, and have a three-year graduation rate of 71%, compared to a 22% four-year graduation rate for traditional computer science students. Upon graduation, CSin3 students score similarly on a standardized exam of computer science knowledge as compared to traditional students who graduate in 4 years or more. The first graduates had a job placement rate of 78% within two months of graduation, including positions at large technology companies like Apple, Salesforce, and Uber. By implementing a cohort-based learning community, a pre-defined course pathway, just-in-time academic and administrative support, comprehensive financial aid, and a focus on 21st century skills, the CSin3 program has demonstrated promising results in addressing the capacity, cost, quality, and diversity challenges present in the technology industry.

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Cited By

Crews HBarnes TPollock JFisk SPayton JMcKlin TRorrer AHarred RCateté V(2022)Investigating Impacts of STARS Program Components on Persistence in Computing for Black and White College Students2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT55273.2022.00013(23-30)Online publication date: 23-May-2022
https://doi.org/10.1109/RESPECT55273.2022.00013
Santo RDeLyser LAhn J(2020)Negotiating Equity Priorities Within Systems Change: A Case Study of a District-Level Initiative to Implement K12 Computer Science EducationComputing in Science & Engineering10.1109/MCSE.2020.300843422:5(7-19)Online publication date: 1-Sep-2020
https://doi.org/10.1109/MCSE.2020.3008434
Santo RDeLyser LAhn JPellicone AAguiar JWortel-London S(2019)Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT46404.2019.8985901(1-8)Online publication date: Feb-2019
https://doi.org/10.1109/RESPECT46404.2019.8985901

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Information

Published In

cover image ACM Inroads

ACM Inroads Volume 9, Issue 2

June 2018

75 pages

ISSN:2153-2184

EISSN:2153-2192

DOI:10.1145/3211407

Editor:
John Impagliazzo
Emeritus, Hofstra University

Issue’s Table of Contents

Copyright © 2018 Owner/Author.

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 27 April 2018

Published in INROADS Volume 9, Issue 2

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Cited By

Crews HBarnes TPollock JFisk SPayton JMcKlin TRorrer AHarred RCateté V(2022)Investigating Impacts of STARS Program Components on Persistence in Computing for Black and White College Students2022 Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT55273.2022.00013(23-30)Online publication date: 23-May-2022
https://doi.org/10.1109/RESPECT55273.2022.00013
Santo RDeLyser LAhn J(2020)Negotiating Equity Priorities Within Systems Change: A Case Study of a District-Level Initiative to Implement K12 Computer Science EducationComputing in Science & Engineering10.1109/MCSE.2020.300843422:5(7-19)Online publication date: 1-Sep-2020
https://doi.org/10.1109/MCSE.2020.3008434
Santo RDeLyser LAhn JPellicone AAguiar JWortel-London S(2019)Equity in the Who, How and What of Computer Science Education: K12 School District Conceptualizations of Equity in ‘CS for All’ Initiatives2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)10.1109/RESPECT46404.2019.8985901(1-8)Online publication date: Feb-2019
https://doi.org/10.1109/RESPECT46404.2019.8985901

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