Document Type
Article
Publication Date
2026
DOI
10.63504/jstem.v27i3.2759
Publication Title
Journal of STEM Education: Innovations and Research
Volume
27
Issue
3
Pages
21-27
Abstract
We present findings from a research study carried out in conjunction with an NSF S-STEM project at a primarily undergraduate institution in the Pacific Northwest. Students in the project completed an early exposure to computer science (EECS) sequence during their first undergraduate year including two seminar courses emphasizing inquiry, collaborative problem solving, communication skill building, and exploring computer science and mathematical topics lying outside of the standard curriculum. Using an instrument aligned with social cognitive career theory, we assessed changes in Scholars’ affect over the course of their first year. Aggregating data across four cohorts, we find a statistically significant increase in Scholars’ computer science self-efficacy accompanied by a notable drop in their math related interest over the course of their first undergraduate year. We also examined Scholars' academic and career outcomes and how these connect to observed changes in self-efficacy and interest. Interpretations and implications are discussed for designers of curricular and co-curricular interventions aimed at STEM undergraduates at the intersection of math and computer science.
Original Publication Citation
Brobst, J., & Hartenstine, D. (2026). Exploring potential benefits and unintended consequences of an early exposure to computer science (EECS) sequence offered to participants in a computer science and mathematics focused S-STEM project. Journal of STEM Education: Innovations and Research, 27(3), 21-27. https://doi.org/10.63504/jstem.v27i3.2759
Repository Citation
Brobst, J., & Hartenstine, D. (2026). Exploring potential benefits and unintended consequences of an early exposure to computer science (EECS) sequence offered to participants in a computer science and mathematics focused S-STEM project. Journal of STEM Education: Innovations and Research, 27(3), 21-27. https://doi.org/10.63504/jstem.v27i3.2759
ORCID
0000-0003-0605-757X (Brobst)
Included in
Computer Sciences Commons, Higher Education Commons, Science and Mathematics Education Commons
Comments
© 2026 The Institute for STEM Education and Research.
"Copyright for articles published in this journal is retained by the Institute for STEM Education and Research with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings."