How offering a free introductory AI computing course at a hispanic-serving community college influences computing interests for enrolled students?

Abstract

ABSTRACT Background and Context Hispanic-serving community colleges represent promising sites for broadening participation and enhancing computing interests around AI. Objectives This study investigated how students enrolled in an introductory AI computing course at an HSCC made meaning of their course experiences and how they described their interest in computing during the course. Methods Using Social Cognitive Career Theory, this study employed a qualitative, phenomenological approach with participants who took the freely offered introductory AI computing. Findings Offering a free, credit-bearing introductory AI computing course nurtured interests in computing, despite varying previous coding backgrounds. The course’s implicit prerequisite coding knowledge requirement challenged computing interests. Faculty members played a pivotal role in supporting student interests by adjusting supportive learning environments. Implications This study informs the development of introductory AI computing courses at Hispanic-serving community colleges and demonstrates how free course offerings can create interest in computing courses to increase overall interest in computing..