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Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways

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  • Xueli Wang

    (University of Wisconsin-Madison)

Abstract

This research focuses on course-taking patterns of beginning community college students enrolled in one or more non-remedial science, technology, engineering, and mathematics (STEM) courses during their first year of college, and how these patterns are mapped against upward transfer in STEM fields of study. Drawing upon postsecondary transcript data, collected as part of the Beginning Postsecondary Students Longitudinal Study (BPS:04/09), this study takes advantage of data mining techniques that, although underutilized in higher education research, are powerful and appropriate analytical tools for investigating complex transcript data. Thus, focusing on a pivotal yet extremely understudied topic dealing with postsecondary STEM education and pathways, this study offers new insight into course and program features that contribute to efficient and effective academic STEM pathways for community college students.

Suggested Citation

  • Xueli Wang, 2016. "Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(5), pages 544-569, August.
    • Handle: RePEc:spr:reihed:v:57:y:2016:i:5:d:10.1007_s11162-015-9397-4
    DOI: 10.1007/s11162-015-9397-4
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    References listed on IDEAS

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    1. John T. E. Richardson & Estelle King, 1998. "Adult Students in Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 69(1), pages 65-88, January.
    2. Linda Serra Hagedorn & William E. Maxwell & Scott Cypers & Hye Sun Moon & Jaime Lester, 2007. "Course Shopping in Urban Community Colleges: An Analysis of Student Drop and Add Activities," The Journal of Higher Education, Taylor & Francis Journals, vol. 78(4), pages 464-485, July.
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    Cited by:

    1. Roy Y. Chan, 2022. "Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1394-1426, December.
    2. Hsun-Yu Chan & Xueli Wang, 2018. "Momentum Through Course-Completion Patterns Among 2-Year College Students Beginning in STEM: Variations and Contributing Factors," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(6), pages 704-743, September.
    3. Elizabeth S. Park & Federick Ngo & Tatiana Melguizo, 2021. "The Role of Math Misalignment in the Community College STEM Pathway," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 403-447, June.
    4. Machado de CAMPOS, Silvia Regina & Henriques, Roberto & Yanaze, Mitsuru Higuchi, 2019. "Knowledge discovery through higher education census data," Technological Forecasting and Social Change, Elsevier, vol. 149(C).
    5. Yu Chen & Xiaodan Hu, 2021. "The Nudge to Finish Up: A National Study of Community College Near-Completion Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(5), pages 651-679, August.
    6. Peter Riley Bahr & Jon McNaughtan & Grant R. Jackson, 2023. "Reducing the Loss of Community College Students who Demonstrate Potential in STEM," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(5), pages 675-704, August.

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