PeerConnect: Co-Designing a Peer-Mentoring Support System with Computing Transfer Students

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https://www.youtube.com/watch?v=ST_i2RYqRnQ

Permanent Link

http://hdl.handle.net/11603/40646

Collections

UMBC Student Collection
UMBC Faculty Collection
UMBC Information Systems Department

Author/Creator

Author/Creator ORCID

https://orcid.org/0009-0001-5168-9616
 https://orcid.org/0009-0004-7923-7170
 https://orcid.org/0009-0001-6422-3268
 https://orcid.org/0000-0002-7185-8405
 https://orcid.org/0000-0003-1007-2553

Date

2024-05-09

Type of Work

video recordings
conference papers and proceedings
Moving Image

Department

Program

Citation of Original Publication

Anthraper, Nisha, Prachee Javiya, Sai Iluru, Lujie Karen Chen, and Andrea Kleinsmith. “PeerConnect: Co-Designing a Peer-Mentoring Support System with Computing Transfer Students.” ACM SIGCHI, May 9, 2024. https://www.youtube.com/watch?v=ST_i2RYqRnQ.

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Subjects

UMBC Human-Centered Computing Program
UMBC Interactive Systems Research Center
UMBC Lab for Informatics for Human Flourishing

Abstract

PeerConnect: Co-designing a Peer-Mentoring Support System with Computing Transfer StudentsNisha Anthraper, Prachee Javiya, Sai Iluru, Lujie Karen Chen, Andrea KleinsmithCHI 2024: The ACM CHI Conference on Human Factors in Computing SystemsSession: Late-Breaking Work: Learning and TeachingIn the US, nearly half of the STEM undergraduates begin their academic careers at community colleges. Transferring to four-year institutions can be challenging. Evidence suggests that mentoring can help by increasing a sense of belonging and retention. We engaged mentors and mentees from a pilot mentoring program for new transfer students in computing majors at a minority-serving institution in the Northeastern US in a co-design workshop to understand their needs and requirements for a peer-mentoring system, PeerConnect. PeerConnect aims to foster transfer students’ academic and social engagement, increase self-efficacy and belonging, and develop students’ self-regulated learning skills. Preliminary results show that students want features that push the system beyond merely measuring engagement to actively promoting it. This study contributes to HCI and CSCW work in designing support systems for mentoring and peer support programs in educational settings and to the emerging literature on student-centered learning analytics systems. Web: https://programs.sigchi.org/chi/2024/program/content/150680 Pre-recorded video presentations for Late-Breaking Works at CHI 2024