Catch 'em Early

Fryling, Meg; Egan, MaryAnne; Flatland, Robin; Vandenberg, Scott; Small, Sharon

doi:10.1145/3159450.3159556

Cited by 18 publications

(4 citation statements)

References 8 publications

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“…Feelings on the role of undergraduate students as mentors were mixed. On the one hand, teams were interested in knowing more [3], teams also felt more at ease discussing sensitive topics such as assessment and room for error with a colleague rather than a member of sta. On the other hand, some teams doubted the accuracy of some of the information provided by the mentors, and asked for conrmation from either the course coordinator or other teams.…”

Section: Discussionmentioning

confidence: 99%

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The Impact of Undergraduate Mentorship on Student Satisfaction and Engagement, Teamwork Performance, and Team Dysfunction in a Software Engineering Group Project

Iacob

Faily

2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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Mentorship schemes in software engineering education usually involve professional software engineers guiding and advising teams of undergraduate students working collaboratively to develop a software system. With or without mentorship, teams run the risk of experiencing team dysfunction: a situation where lack of engagement, internal conicts, and/or poor team management lead to dierent assessment outcomes for individual team members and overall frustration and dissatisfaction within the team. The paper describes a mentorship scheme devised as part of a 33 week software engineering group project course, where the mentors were undergraduate students who had recently completed the course successfully and possessed at least a year's experience as professional software engineers. We measure and discuss the impact the scheme had on: (1) student satisfaction and engagement, (2) team performance, and (3) team dysfunction.

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Section: Discussionmentioning

confidence: 99%

“…For managing team engagement in large software engineering group project courses mentors are often included in the design of such courses [2], [3], [9]. Usually, mentors are experienced professional software engineers who act as advisors [8].…”

mentioning

confidence: 99%

The Impact of Undergraduate Mentorship on Student Satisfaction and Engagement, Teamwork Performance, and Team Dysfunction in a Software Engineering Group Project

Iacob

Faily

2020

Proceedings of the 51st ACM Technical Symposium on Computer Science Education

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“…Introductory computing courses are vital access points, and early mentoring relationships may impact students’ intro course success and long-term commitment to computing (Pon-Barry et al, 2017; Tashakkori et al, 2005). If intro course students engage in positive mentoring relationships and gain confidence in their computing skills (Fryling et al, 2018; Pon-Barry et al, 2017), they may also pursue future departmental mentorship opportunities like undergraduate research experiences (UREs) or pre-professional organizations (Hug & Jurow, 2013; Rorrer et al, 2018). Because UREs involve faculty-led projects, they provide a natural setting for mentoring (Rorrer et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Wofford

2023

AERA Open

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Mentorship is vital to increasing graduate school access in computing; however, mentorship must be structured in power-conscious, developmental ways to ensure equitable access to and support within computing graduate pathways. I engage a critical quantitative lens to examine mentoring support among undergraduates with reported graduate aspirations, taking a nuanced look at departmental mentorship to investigate how organizational power in computing may maintain inequitable mentoring outcomes. Descriptive and regression analyses draw from a longitudinal sample of 442 graduate aspirants in computing who completed an introductory course survey (between 2015–2017) and a follow-up survey (fall 2019). Results document significant variation in forms of mentoring support and disciplinary psychosocial beliefs (i.e., computing identity and self-efficacy), with key patterns across graduate aspirants’ social identities and mentors’ organizational power (via their departmental roles). I conclude by discussing structural and social inequities in mentorship, which may underscore disparities in students’ realization of their computing graduate aspirations.

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“…Aside from the benefits to students, the sponsoring institution has a number of advantages. The school is said to benefit from the opportunity to compare the content of its academic curriculum to the real practices that its student participants have encountered (Fryling et al, 2018).…”

Section: Students Benefit From Internships According To the Accounting Educationmentioning

confidence: 99%

Application of Technical and Soft Skills in the First Job Experience by Accountancy Graduates in the Philippines: Implications for Accounting Curriculum Development

Diokno¹,

Peprah²

2021

OJAcct

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Currently, the labor workforce in the Philippines needs accountants brought about by the ASEAN integration. As such, there is a greater demand for universities to produce graduates who are ready to face the real world of business. To produce quality graduates, the technical and soft skills of the accountancy graduates must be in harmony. This study aimed to ascertain the technical and soft skills matching in relation to the first job experience of accountancy graduates. A descriptive-correlational design was utilized in this study. Stratified random sampling was utilized to get the 70-study sample. Self-constructed questionnaires were used in this study. Content validity was done by five experts. Percentages, mean, stand and regression were used in the analysis of data. The work profile revealed the following: 37.14% of accountancy graduates are working in the audit sector, 34.29% worked in General Accounting/Finance; 70% of respondents are currently working with 1 -3 years of experience, while 30% working beyond 3 years from the date of graduation; 45.71% of the respondents underwent internship at Alas Oplas & Co. CPAs, and 58.57% of accountancy graduates who took the internship program spent at least 160 hours on their internship. Regression analysis revealed that the technical skills gained in the internship program of the accountancy graduates were significantly related to the technical skills applied during their first job experience. On the other hand, the Accountancy Program's soft skills are significantly related to the soft skills applied during their first job experience.

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Catch 'em Early

Cited by 18 publications

References 8 publications

The Impact of Undergraduate Mentorship on Student Satisfaction and Engagement, Teamwork Performance, and Team Dysfunction in a Software Engineering Group Project

The Impact of Undergraduate Mentorship on Student Satisfaction and Engagement, Teamwork Performance, and Team Dysfunction in a Software Engineering Group Project

Inequitable Interactions: A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

Application of Technical and Soft Skills in the First Job Experience by Accountancy Graduates in the Philippines: Implications for Accounting Curriculum Development

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