Mixed Methods Study of How Computer Science Students Make Elective Course Choices

Abstract

Elective course selection is an important part of the undergraduate Computer Science learning experience. These courses often shape a student's future career along with teaching them new skills and forming their niche in the vast world of Computer Science. While computer science students in Virginia Tech have a designated checklist along with required courses that they are supposed to take, the curriculum offers them a set of technical electives where they are able to learn topics of interest in the vast field of Computer Science. By the time of graduation most Computer Science students have taken about three or four elective courses, where they are able to explore their interests and strengths in Computer Science. This mixed-methods study utilized responses from undergraduate, graduate, and recent alumni from Computer Science, Computer Engineering, and Data Analytics majors at Tech. For the qualitative analysis, a thematic analysis was done from 14 student interviews. A quantitative analysis was performed through survey responses. A statistical analysis of survey responses was done in order to analyze the data and make conclusions on the factors that influence student choices of CS electives. It was observed that as students gain more exposure, they approach elective decisions with a focus on the impact of their career and the utility it offers. Students consistently prioritized taking courses that built their skill set and added value to their career goals. The only gender difference found in how students choose electives was in how important course format factors were, like class timing, modality, and grade distribution. Secondly, students in different years of study prioritized the value of professor-related and course format factors differently in their elective choices. This research aims to help young students find their grounding coming into college so they are aware of how to make better course choices. It also aims to introduce better academic advising strategies and curriculum development such that a students' experiences are better in college with easier transition into a successful and enjoyable work life.