Grayson, D., & Müller, E. (2015, June), Design of an Extended Engineering Curriculum to Increase Retention and Equity  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23807

\bibitem{asee_peer_23807}
  Grayson, D., \& Müller, E. (2015, June), \emph{Design of an Extended Engineering Curriculum to Increase Retention and Equity}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23807

Diane Grayson and Erika Müller.  "Design of an Extended Engineering Curriculum to Increase Retention and Equity".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23807 Internet.  17 Dec, 2024

\bibitem{asee_peer_23807}
  Diane Grayson and Erika Müller.
  "Design of an Extended Engineering Curriculum to Increase Retention and Equity".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23807 Internet.  17 Dec, 2024

@INPROCEEDINGS{asee_peer_23807
author = "Diane Grayson and Erika Müller"
title = "Design of an Extended Engineering Curriculum to Increase Retention and Equity"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23807}
number = {10.18260/p.23807}
}

TY  - CPAPER
AB  - Design of an extended engineering curriculum to increase retention andequityEngineers provide the backbone for economic development and infrastructure provision in asociety. The dearth of engineers in South Africa is hampering its ability to meet both itsinternal social development needs and to compete globally. Poor throughput rates inengineering degree programs are exacerbating the problem. Of the 2006 entering cohort ofstudents only 23% completed their degrees in the regulation time of four years, and 41%completed after five years. Of black African students, only 9% completed in four years and22% in five years. There are thus both social and economic imperatives for improvingretention and equity in engineering programmes.In 2010 the university of [name] introduced the Engineering Augmented Degree Programme(ENGAGE) to address the retention and equity problems. ENGAGE students enrol for aplanned five-year programme. Four design principles informed the structure of theprogramme:   1. Students should be supported in making the transition from high school to university.   2. Student workload (time students spend working) should be high throughout.   3. The volume of work (amount of content covered) should be low initially and increase      over time.   4. Support should be high initially and decrease over time.   5. Students should encounter familiar subjects early in the program, less familiar      subjects later on.These principles were operationalised by creating additional, credit-bearing modules toaccompany all 100 level mainstream modules, spreading the 100 and 200 level modules overthree years and postponing the introduction of engineering modules from year 1 to year 2. Inyear 1 students take two Professional Orientation modules in which academic and life skillsare developed within an engineering context. The ENGAGE program also incorporates othersuccessful teaching and learning practices, such as CDIO projects, learning communities andstudent engagement.One-year retention rates for students in 4- and 5-year programs are shown in Table 1 from2009, before ENGAGE, to 2011. The figures for black students are shown in Table 2.Table 1: One-year retention figures for students in 4 and 5 year programs        Initially registered          Still registered one year laterYear of 4-year       5-year     TOTAL 4-year degree     5-year degree       TOTALentry   degree       degree2009    847          208        1055     645 (76.2%)      101 (48.6%)       746 (70.7%)2010    794          288        1082     632 (79.7%)      188 (75.4%)       820 (78.5%)2011    691          366        1057     600 (86.8%)      278 (76.0%)       878 (83.1%)Table 2: One-year retention figures for black African students in 4 and 5 year programs         Initially registered            Still registered one year laterYear of   4-year      5-year     TOTAL 4-year degree          5-year degree   TOTALentry     degree      degree2009      204         104        308        143 (70.1%)       55 (52.9%)      198 (64.3%)2010      202         103        305        148 (73.3%)       80 (77.6%)      228 (74.8%)2011      167         156        323        141 (84.4%)       125 (80.1%)     266 (82.4%)The tables show that after two years of running ENGAGE, more students were placed in the5-year program, one-year retention figures increased for both 4 and 5 year program students,there was an increase in the both the number and percentage of students retained and theretention rate for black African students was nearly the same as for the whole student cohort.In the future, longitudinal data on completion rates will be collected.
AU  - Diane Grayson
AU  - Erika Müller
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Design of an Extended Engineering Curriculum to Increase Retention and Equity
UR  - https://peer.asee.org/23807
DO  - 10.18260/p.23807
ER  -