Upward mobility for underrepresented students

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.

[1]  Jill Denner,et al.  Chutes and Ladders , 2019, ACM Trans. Comput. Educ..

[2]  Sathya Narayanan,et al.  Upward Mobility for Underrepresented Students: A Model for a Cohort-Based Bachelor's Degree in Computer Science , 2018, SIGCSE.

[3]  Shanna Smith Jaggars,et al.  A Longitudinal Analysis of Community College Pathways to Computer Science Bachelor’s Degrees , 2016 .

[4]  Davis Jenkins,et al.  Tracking Transfer: New Measures of Institutional and State Effectiveness in Helping Community College Students Attain Bachelor’s Degrees , 2016 .

[5]  Angela L. Duckworth,et al.  Grit: The Power of Passion and Perseverance , 2016 .

[6]  Joint Task Force on Computing Curricula Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science , 2013 .

[7]  Sally Fincher,et al.  Computer Science Curricula 2013 , 2013 .

[8]  J. Voogt,et al.  A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies , 2012 .

[9]  Jennifer Wine,et al.  2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09). Full-Scale Methodology Report. NCES 2012-246. , 2011 .

[10]  David Palfreyman,et al.  Making Reform Work: The Case for Transforming American Higher Education , 2011 .

[11]  T. Rex A practical guide to the American Community Survey (5-year estimates) , 2010 .

[12]  S. Hayes Student Employment and The Economic Cost of Delayed College Graduation , 2010, Journal of Business and Leadership.

[13]  B. Rogoff Developing understanding of the idea of communities of learners , 2009 .

[14]  Jane Margolis,et al.  Stuck in the Shallow End: Education, Race, and Computing , 2017 .

[15]  Richard Arum,et al.  Learning to Reason and Communicate in College: Initial Report of Findings from the CLA Longitudinal Study. , 2008 .

[16]  Carol S. Dweck,et al.  Mindsets and Math/Science Achievement , 2008 .

[17]  Trudy Howles,et al.  Community and accountability in a first year programming sequence , 2005, SGCS.

[18]  Susan A. Ariew,et al.  National Survey of Student Engagement , 2003 .

[19]  Lydia T. Tien,et al.  Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course. , 2002 .

[20]  James J. Lindsay,et al.  The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review , 1996 .

[21]  S. Ackermann,et al.  THE BENEFITS OF SUMMER BRIDGE PROGRAMS FOR UNDERREPRESENTED AND LOW‐INCOME TRANSFER STUDENTS , 1991 .