June 24, 2017
June 24, 2017
June 28, 2018
Programs that address the needs of first year engineering students have traditionally been designed to create community and facilitate inclusion. By diminishing feelings of isolation and increasing support through purposefully designed peer interactions students are more likely to be retained to their second year, thereby addressing retention concerns. These programs can include living learning communities, mentoring experiences, and summer bridge interventions. While research has underscored how specific programs can encourage retention less is understood about how programs can work together to address the needs of at-risk populations, especially those in STEM programs. This paper will discuss the suite of first year interventions that are used for underrepresented students majoring in engineering at a Research 1 institution. The program design and implementation will be discussed. Longitudinal evaluation findings that indicate how providing tightly coupled programming interventions can retain students well beyond their first year will be included.
Smith, P. E., & Kurban, E. R., & Amelink, C. T. (2017, June), A Multi-Program Approach to Student Retention and Success Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27485
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015