Board # 136 : Developing Pathways for Increasing Retention and Facilitating Transition of Students from HSIs

Kristi J. Shryock; Teri Reed; P.K. Imbrie

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 11
DOI: 10.18260/1-2--27742
Permanent URL: https://peer.asee.org/27742
Download Count: 405

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Paper Authors

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Kristi J. Shryock Texas A&M University

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Dr. Kristi J. Shryock is an Associate Professor of Instruction in the Department of Aerospace Engineering and Executive Director of Interdisciplinary Engineering in the college of engineering at Texas A&M University. She received her BS, MS, and PhD from the college of engineering at Texas A&M. Kristi works to improve the undergraduate engineering experience through evaluating preparation in mathematics and physics, incorporating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.

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Teri Reed University of Cincinnati orcid.org/0000-0002-6804-9826

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Teri Reed is Assistant Vice President for Economic Development and Professor in the Department of Biomedical, Chemical and Environmental Engineering in the College of Engineering and Applied Sciences at the University of Cincinnati, PO Box 210018, Cincinnati, OH 45221-0018; teri.reed@uc.edu.

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P.K. Imbrie University of Cincinnati

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P.K. Imbrie is the Head and Professor of the Department of Engineering Education and a Professor in the Department of Aerospace Engineering and Engineering Mechanics
University of Cincinnati. He received his B.S., M.S. and Ph.D. degrees in Aerospace Engineering from Texas A&M University. He is an advocate for research-based approaches to engineering education, curricular reform, and student retention. Imbrie conducts both traditional, as well as educational research in experimental mechanics, piezospectroscopic techniques, epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies He helped establish the scholarly foundation for engineering education as an academic discipline through lead authorship of the landmark 2006 JEE special reports “The National Engineering Education Research Colloquies” and “The Research Agenda for the New Discipline of Engineering Education.” He has a passion for designing state-of-the-art learning spaces. While at Purdue University, Imbrie co-led the creation of the First-Year Engineering Program’s Ideas to Innovation (i2i) Learning Laboratory, a design-oriented facility that engages students in team-based, socially relevant projects. While at Texas A&M University Imbrie co-led the design of a 525,000 square foot state-of-the-art engineering education focused facility; the largest educational building in the state. His expertise in educational pedagogy, student learning, and teaching has impacted thousands of students at the universities for which he has been associated. Imbrie is nationally recognized for his work in active/collaborative learning pedagogies, teaming and student success modeling. His engineering education leadership has produced fundamental changes in the way students are educated around the world.

Imbrie has been a member of ASEE since 2000 and has been actively involved with the Society in various capacities. He has served in multiple leadership roles in the ERM and FPD divisions, including: ERM board of directors (2002-2004), program chair for ERM (2005 and 2009), ERM program chair for Frontiers in Education (FIE) (2004), FIE Steering Committee ERM representative (2003-2009), as well as program chair (2016) and division chair (2016-17) for FPD. He has also served on two ASEE advisory committees.

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Abstract

Developing strategic STEM pathways to increase the number of underrepresented students achieving STEM degrees may be an essential ingredient for achieving goals of large numbers of STEM graduates entering the profession. Several studies have shown that two-year college students represent 42% of undergraduate enrollment and are historically over-represented in populations underrepresented in engineering. In fact, recruiting and retaining 2-year college students has been discussed an important avenue to help meet the challenge of increasing the number of STEM graduates. It has been noted that students who start in the community college system face many challenges. In one particular study, the author found “over 90% of students enrolled in a 2-year college expect to earn a bachelor’s degree, yet less than 40% of students transfer to a 4-year institution within five years of their initial 2-year college enrollment.” In another study, the authors discovered with a “recent cohort of first-time beginning community college students who initially intended to transfer to a 4-year institution, only 15% had successfully transferred to a 4-year institution within three years of beginning college.” Even more, they revealed after six semesters of attending a community college, “just 9 percent [of Hispanic students] had reached a set of criteria (including academic course requirements) to be ready to transfer to a 4-year institution, and just one-third had met at least one of these criteria.”

The work in this grant looked at enhancing systemic support between 2-year colleges and 4-year institutions by providing an avenue for Hispanic Serving Institutions (HSIs) from across the state to address barriers and challenges for 2-year students transferring to 4-year engineering institutions. Faculty, instructors, staff, and administrators from both 2-year and 4-year HSIs worked together to gain a better understanding of factors contributing to student success and retention to help facilitate the transition from a 2-year to a 4-year institution. In addition, this work provided opportunities to learn about successful strategies for retaining HSI students, to hear from Hispanic/Latino students who have made the transition from 2-year to 4-year institutions, and to meet individuals from other HSI 2-year and 4-year institutions.

Citation
Format

Shryock, K. J., & Reed, T., & Imbrie, P. (2017, June), Board # 136 : Developing Pathways for Increasing Retention and Facilitating Transition of Students from HSIs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27742

TY  - CPAPER
AB  - Developing strategic STEM pathways to increase the number of underrepresented students achieving STEM degrees may be an essential ingredient for achieving goals of large numbers of STEM graduates entering the profession. Several studies have shown that two-year college students represent 42% of undergraduate enrollment and are historically over-represented in populations underrepresented in engineering. In fact, recruiting and retaining 2-year college students has been discussed an important avenue to help meet the challenge of increasing the number of STEM graduates. It has been noted that students who start in the community college system face many challenges. In one particular study, the author found “over 90% of students enrolled in a 2-year college expect to earn a bachelor’s degree, yet less than 40% of students transfer to a 4-year institution within five years of their initial 2-year college enrollment.” In another study, the authors discovered with a “recent cohort of first-time beginning community college students who initially intended to transfer to a 4-year institution, only 15% had successfully transferred to a 4-year institution within three years of beginning college.” Even more, they revealed after six semesters of attending a community college, “just 9 percent [of Hispanic students] had reached a set of criteria (including academic course requirements) to be ready to transfer to a 4-year institution, and just one-third had met at least one of these criteria.”

The work in this grant looked at enhancing systemic support between 2-year colleges and 4-year institutions by providing an avenue for Hispanic Serving Institutions (HSIs) from across the state to address barriers and challenges for 2-year students transferring to 4-year engineering institutions. Faculty, instructors, staff, and administrators from both 2-year and 4-year HSIs worked together to gain a better understanding of factors contributing to student success and retention to help facilitate the transition from a 2-year to a 4-year institution. In addition, this work provided opportunities to learn about successful strategies for retaining HSI students, to hear from Hispanic/Latino students who have made the transition from 2-year to 4-year institutions, and to meet individuals from other HSI 2-year and 4-year institutions. 


AU  - Kristi J. Shryock
AU  - Teri Reed
AU  - P.K. Imbrie
CY  - Columbus, Ohio
DA  - 2017/06/24
PB  - ASEE Conferences
TI  - Board # 136 : Developing Pathways for Increasing Retention and Facilitating Transition of Students from HSIs
UR  - https://peer.asee.org/27742
DO  - 10.18260/1-2--27742
ER  -