Morris, M. L., & Hensel, R. A. M., & Dygert, J. (2019, June), Board 109: Retention-focused, S-STEM Supported Program  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32183

\bibitem{asee_peer_32183}
  Morris, M. L., \& Hensel, R. A. M., \& Dygert, J. (2019, June), \emph{Board 109: Retention-focused, S-STEM Supported Program}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32183

Melissa Lynn Morris, Robin A. M. Hensel, and Joseph Dygert.  "Board 109: Retention-focused, S-STEM Supported Program".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32183 Internet.  16 Dec, 2024

\bibitem{asee_peer_32183}
  Melissa Lynn Morris, Robin A. M. Hensel, and Joseph Dygert.
  "Board 109: Retention-focused, S-STEM Supported Program".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32183 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_32183
author = "Melissa Lynn Morris, Robin A. M. Hensel, and Joseph Dygert"
title = "Board 109: Retention-focused, S-STEM Supported Program"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32183}
number = {10.18260/1-2--32183}
}

TY  - CPAPER
AB  - This work in progress paper discusses XXX, an NSF S-STEM supported program, which employs known best practices to support and retain underrepresented students in engineering through graduation. The goal is to graduate more students from underrepresented populations in an effort to ultimately diversity the engineering workforce.  

This paper describes this program’s unique implementation of a specific subset of retention best practices, such as facilitating (1) the development of both a feeling of institutional inclusion and engineering identity by providing opportunities for faculty-student and student-student interaction as well as major and career exploration, (2) academic support, including support for the development of broader success skills, such as time management, and (3) professional development.  These opportunities are embedded in an organized, cohort-based, program consisting of: (1) a brief summer bridge program, (2) a common fall professional development course, and (3) a common spring course exploring the role of engineering in societal development.  Throughout its implementation, the program faced and addressed challenges related to recruitment as well as program length and cost. 

Now, in its eighth year, three with S-STEM funding, an analysis of program data provides evidence of increased retention of the targeted populations in engineering to the second year, but only a small positive effect on overall retention.  Results of investigations of why students leave, lessons learned through the development, implementation, and assessment of this program, and suggested actions for continued progress in increasing retention of underrepresented populations are presented.  

AU  - Melissa Lynn Morris
AU  - Robin A. M. Hensel
AU  - Joseph Dygert
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Board 109: Retention-focused, S-STEM Supported Program
UR  - https://peer.asee.org/32183
DO  - 10.18260/1-2--32183
ER  -