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Board # 16 : Using Assessment to Continuously Improve the Retention & Persistence of At-Risk Engineering Students

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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 Topic

NSF Grantees Poster Session

Page Count

12

Permanent URL

https://peer.asee.org/27792

Download Count

28

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Paper Authors

biography

Sharon A. Jones P.E. University of Portland

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Sharon Jones is the Dean of the Shiley School of Engineering at the University of Portland. She is a licensed civil engineer with degrees from Columbia University, the University of Florida, and Carnegie Mellon University. Her research interests focus on applying decision-making methods to evaluate sustainability policies with emphases on infrastructure, developing economies, and particular industrial sectors. She is also interested in engineering pedagogy, promoting diversity in the engineering profession, and developing opportunities to bridge engineering and the liberal arts.

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biography

Caitlin Cairncross University of Portland

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Caitlin is the STEP Academic Success Counselor for the Shiley School of Engineering. Her professional interests include retention, strengths-based advising, self-authorship, and inclusivity and access for underrepresented students.

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biography

Tammy VanDeGrift University of Portland

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Dr. Tammy VanDeGrift is an Associate Professor of Computer Science at the University of Portland. Her research interests include computer science education, pedagogy, and best practices for retention and engagement.

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Abstract

At University of X, a mid-sized, private institution, studies show that students who are behind in their degree progress are not retained at similar rates as their on-track cohort and can be considered “at risk”. With NSF support, we implemented a voluntary program three years ago to support first year students who are considered “at-risk” of leaving the School of Engineering because they are not on-track although they are in good standing academically. The program includes multiple interventions targeted at increasing the persistence and ultimately the retention of these at-risk students, including among others, year-long counseling focused on community building and an extensive summer scholar program for rising sophomores that allows them to regain cohort status academically. In this poster, we focus on the various iterations we made to the program based on ongoing assessments.

Jones, S. A., & Cairncross, C., & VanDeGrift, T. (2017, June), Board # 16 : Using Assessment to Continuously Improve the Retention & Persistence of At-Risk Engineering Students Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27792

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