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Article
Publication date: 29 April 2021

Prateek Basavaraj, Ivan Garibay and Ozlem Ozmen Garibay

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in…

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Abstract

Purpose

Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.

Design/methodology/approach

This study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.

Findings

The major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.

Originality/value

This study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 2
Type: Research Article
ISSN: 2050-7003

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Article
Publication date: 8 December 2020

Prateek Basavaraj, Mahlagha Sedghi, Ivan Garibay, Ozlem Ozmen Garibay and Arup Ratan Guha

Some degree programs in colleges and universities utilize entrance exams to ensure that students pursuing a given degree have mastered foundational concepts needed for that…

250

Abstract

Purpose

Some degree programs in colleges and universities utilize entrance exams to ensure that students pursuing a given degree have mastered foundational concepts needed for that program. However, often these exams become a barrier to student success. The purpose of this study is to discuss the impact of policies governing an undergraduate Computer Science (CS) entry/qualifying exam at a large public university in the United States on overall student success in the program. This case study focuses on whether reforming program policies impacts students' time-to-degree, graduation and mastery in CS core skills.

Design/methodology/approach

This case study describes how the CS student success was improved by updating program policies based on institutional data and the input of course instructors. The policy changes include introducing a maximum limit to attempt the exam, changing the exam requirements as well as the structure of the exam itself.

Findings

The pass rates of students taking this qualifying exam were significantly and consistently low over the years. Students who were potentially a better fit for programs other than CS delayed their start in those other programs by taking and failing to pass the CS qualifying exam multiple times. As a result of implementing new CS program policies, many more students attempted the exam at an appropriate time. Also, they graduated on time in the years 2016–2018.

Originality/value

This paper presents a case study in which the graduation rates and time to degree of a CS program with a qualifying exam were improved after a policy intervention. The results demonstrate that simple policy changes can improve student success. Findings from this study may guide other programs with similar characteristics to improve their student success.

Details

Journal of Applied Research in Higher Education, vol. 13 no. 5
Type: Research Article
ISSN: 2050-7003

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