Building Transfer Student Interest in Computer Science PhDs: Examining an Advising Intervention Using a Staged Innovation Design

Abstract Community college transfer students represent a diverse and talented group to recruit to PhD and other graduate programs. Yet, little is known about practical strategies to support community college transfer students’ access to graduate training. Focusing specifically on transfer students in computer science and guided by social cognitive career theory, this manuscript draws on survey data from over 200 community college transfer students and utilizes a staged innovation design to examine a new intervention designed to pique transfer students’ interests in PhD study. Findings suggest that brief targeted interventions can significantly predict transfer students’ perceptions about PhD study, but that more sustained efforts will likely be necessary to influence transfer students’ more tangible degree plans. In addition to highlighting implications for future research, we identify strategies for faculty and staff seeking to support community college transfer students and build access to graduate training.