Understanding the Relationship Between Academic Experiences and Career Readiness of Computer and Information Sciences Community College Students

ABSTRACT Crossing from the world of academics into the realm of industry has been chilling for some STEM graduates, including community college students. This work adds to the existing literature on workplace preparedness and pedagogical practices in a sample of students pursuing computer and information sciences at selected community colleges. Using data from the Community College Survey of Student Engagement (CCSSE), three potential predictors were identified, namely, student‐faculty interaction, academic challenge, and active and collaborative learning. As the main outcome of the study, career readiness was studied through nine selected CCSSE statements focusing on professional development and was subsequently divided into self‐development and skill development. Structural equation modeling was conducted to examine significant predictive relationships. The results highlighted the role of instructor engagement and academically challenging experience in advancing students’ self‐development and skill development, respectively. The slightly higher standardized covariance estimates between the outcomes for female students suggested further educational reforms for greater career readiness.